What Do I Need to Know about This Book?

Introduction section
The introductory section of this book is extensive; as well as giving you some background to the writing process, it explores some of the links among feminism, literacy, violence and women-centred curriculum.

Two kinds of text
After the introductory material, you will find there are two kinds of text in the chapters, each in a different type font. The main text, in this font, is a straightforward description of suggested activities, readings, discussions and so on to use with learners. Beside it you will find occasional comments, in this type font, in which the author "muses" on the work; for example, she may give a rationale for the activity, suggestions for further reading or comments from learners.

We have separated the two kinds of text so that when you take the book to class or to a tutoring session, you can find your way through the main text easily, without distractions; when you are reading it outside of class, we hope you find that the comments enrich the main text and put it into a context. Since that context may be like your teaching situation, or may be very different, the comments can help you adapt, expand or contract the activities to suit the learners you work with.

The Bibliography
The Bibliography begins on page 389. It includes complete listings of resources cited in the chapters, as well as ordering information for hard-to-find items.

The jagged heart
We use this icon to alert you to activities, readings and topics that might raise strong, perhaps painful, emotions. In the comments beside the jagged heart you will find an explanation, or an alternative activity that is less loaded, or a suggestion that will help you prepare for possible reactions. Particularly, the jagged heart often refers you to the introductory chapter, "Responding to Disclosure of Abuse in Women's Lives," by Jenny Horsman. We suggest you read it before you work with learners on any of the chapters in this book. We use this icon, not to scare you, but to make the curriculum easier to use. Think of it as a heart, because it deals with feelings, feelings that you want to treat tenderly, feelings that, by using the activities in this book, you encourage learners to show. Think of it also as a warning about an explosive device: pay attention to the comments beside it, listen to learners, go slow, and be prepared to stop or change direction as needed.

Cassette
A cassette tape comes with this book which has the songs used in two chapters, "Songs about Women's Issues" and "Women and Work."

Readings
At the end of each chapter we have collected all the poems, stories and songs suggested for learners. If you would like more copies of the readings, they are available from CCLOW (address below) as a separate package.

Exercises
You will also find exercises for the learners at the end of each chapter. These exercises may be photocopied for educational purposes.

Miniatures
Miniature versions of readings and exercises appear at appropriate places in each chapter. Their purpose is to show clearly what is needed for each section and to remind you of the content of the student material. We hope they will make your class preparation easier.

Overlaps
If you read the book from cover to cover, you will find similar material in several chapters. The same poet, and sometimes the same poem, for example, may show up in two or three chapters, and many chapters suggest that learners make collages or do a media analysis. Since it seems unlikely that anyone will do all of these chapters with anyone group of learners, we have not tried to eliminate overlaps. If you are doing a chapter that asks your class to make collages similar to ones you have already done, bring out the old collages and look at them, using the focus of the new chapter as a starting point for discussion, before going on to the next activity.

Non-sexist language
We have tried to refer to "they" rather than "he" or "he or she" when talking generally about people. Occasionally we use "she" when it might equally refer to either sex and "she" when it is likely to be a woman. Sometimes you will see "their" instead of the awkward "his or hers," as, for example, "Ask each learner to read their story."

Braille edition
If you would like to convert this text into Braille, the disk is available from CCLOW at the address below.

Your comments
We would like to hear your experiences with and reflections on this curriculum. Please write:

The Literacy Committee
Canadian Congress for Learning Opportunities for Women (CCLOW)
47 Main Street
Toronto, Ontario
M4E 2V6

Fax: (416) 699-2145