5-3   Analysis statements from
the third workshop

During the second day of the third workshop, women met in three different groups to answer a series of questions beginning with the word "Why." We did not share our answers to these questions during the workshop. Instead, we used our experience of answering them to put together recommendations later in the day.

The answers to the analysis questions were compiled, without editing, after the workshop. They were sent to all the women for further comments. Based on these comments, Frances worked at combining and categorizing the analysis statements. Tannis gave feedback and I then wrote them into a draft which was sent to everyone for comment. These final comments have been included in the analysis statements outlined below. As much as possible we have used the actual words of women recorded during the workshop. .

• Why did some programs and women decide to become involved in this research?

How the programs came into the research is easier to describe than why women in these particular programs expressed interest and why women in other programs that heard about phase one did not.

For some of us, the project came at the right "action" moment. Our programs were ready for change. Being involved in a national research project gave us the personal and political support of other women and it gave our work with women credibility within our programs. This was especially true for those of us who wanted to deal with ongoing incidents of sexual harassment and/ or violence within our programs.

Those of us who work in programs with community-based, learner-centred, or humanistic philosophies often face resistance to grouping students according to distinctive identities, needs, or interests. The research gave us a chance to "experiment" with something that did not necessarily have to become part of our programs' mandates.

Many women involved in literacy want and need a women's community within which they can explore woman-positive or feminist work. Some of us wanted the intellectual stimulation of the research while others wanted to explore certain kinds of literacy practice working with women. A few were primarily interested in taking part in innovative research.

The strongest impetus for many of us was the opportunity to reflect on our practice within our programs and with other women across the country. Over the year this reflection and connection became an even more important aspect of the research.