• Isolation

Women's experience of isolation must be recognized as a key factor in women's limited participation or non-participation in the field of adult literacy and basic education. Women students, staff, and volunteers, women activists, bureaucrats, and politicians, often experience the isolation of being "other," of finding themselves physically, socially, intellectually, emotionally isolated in their work. Those of us involved in programs, community agencies, and government departments must break the isolation by making space for women to meet in small groups, to discuss the implications of the work they are doing on their personal, professional, and political lives.

• Sexual harassment policies

The development of sexual harassment policies, in particular, should take place with representative students, staff, and volunteers. All staff must acknowledge that a woman's right to safety within the program takes precedence over a man's right to education. All charges of harassment must be taken seriously.

• Anti-discrimination policies

Adult literacy and basic education programs must develop and implement anti-discrimination policies that address sexism, racism, class bias, ablism, and homophobia. These policies must be written in clear language, discussed with all new students, staff, and volunteers, and posted in public places as a constant reminder.

Different aspects of discrimination and anti-discrimination should become an integral part of the curriculum. Any observed or reported cases of discrimination should be taken seriously and acted upon immediately. Resistance to the development and adoption of anti-discrimination policies must be discussed publicly with all of those involved in the program.

• Woman-positive activities

All those who work in the field of adult literacy and basic education must be willing to explore and implement a variety of woman-positive activities within their settings. Program workers in particular must be willing to take the risks involved in providing women with opportunities to enhance their learning. This may include women-only groups and classes that can meet without the threat of active resistance from men or from women who cannot or will not understand why different groups of women may want or need to meet together.

Those who have the opportunity to make women's issues a priority in program, professional, and policy development must be willing to use that opportunity to consult with those who know what is needed at the program and community level. We must use our positions to assert that acting in ways that are positive for women does not result in a situation of inequity, although it may reduce the unfair privilege of some.