Introduction

Women across Canada participated in an unprecedented research project during 1991 and 1992. Two women from each of twelve adult literacy and basic education programs asked themselves, "What happens when some women in a literacy program decide to do something they consider woman-positive?" The results were surprising and often far-reaching.

The research sponsored by the Canadian Congress for Learning Opportunities for Women (CCLOW) and funded by the National Literacy Secretariat, Human Resources Development - started from women's everyday experience in adult literacy programs. From the exploratory research for this project, we already knew that women face barriers when they attempt to participate in literacy education. Most programs do not meet the needs of women; particularly women marginalized by poverty, race, rural location, relationship to children, disabilities, immigration status, sexual orientation, and source of income. Different women in different programs at different times have tried to do literacy work in ways that are positive for women. Sometimes these attempts have worked and sometimes they haven't, but nowhere was there a description or analysis of why things happened the way they did. We also knew that women face resistance when they engage in woman-positive activities, activities designed specifically for women. (See Lloyd, 1991)

This research project started from the insights gained in the exploratory phase and built on the knowledge brought by the thirty-two women who became involved. With the support and resources of a national research project and other women from across the country, they planned and implemented woman-positive activities in their programs. Over a twelve-month period they observed, discussed, and interpreted the personal, professional, political, and structural consequences of these activities. They reflected on individual and group dynamics within their own lives, their workplaces, and their communities. They interpreted both the different forms of resistance they encountered and the positive changes in program policies they facilitated. They developed a collaborative analysis and series of recommendations based on these observations, discussions, reflections, and interpretations. And they documented every step of the way.

This research project did not set out to increase students' reading or writing levels or to improve their grade standings - although those things happened. It did not set out to empower women in literacy - although that happened. It did not set out to encourage feminist analysis - although that happened. It did not even set out to help programs become more woman-positive - although that also happened.