I can't help but think of the statement sometimes used by prison administrators in the connection between education and crime. The argument goes: "If you make a criminal better educated, all you then have is a better educated criminal." For women in literacy programs, there are similar vicious clichés. Even for some feminists, the fear exists that women simply talking and listening to each other will only help to keep them where they are - still oppressed, though perhaps feeling less isolated and alone. But, surely, it is empowering for women to discover that they get stronger when they talk to other women. Surely we can't see this as a way of keeping women disempowered. On the contrary, for learner-centred literacy programs, I would argue that women are going to get a better deal if women's groups are offered and are women-driven, that is, women-learner-centred.

I think it is important to remind ourselves of the woman-negative possibilities if women's groups are misunderstood by literacy practitioners and adult educators. I do not think we should consider radicalizing women in literacy programs. We shouldn't enter into groups with them to raise their consciousness or help them overcome false consciousness. To do so implies that they are unable or unwilling to do that work for themselves, that we know better than they do what might help them work through the difficulties they face. They will tell us what they want.

The women in our group wanted to feel good about themselves, to feel stronger and to be taken seriously. Once women have come together and begin to feel more powerful, they may want to work to "improve their lot." If and when that happens, we should be ready ourselves to work with them for change.

The concept of woman-positive activity and its practical implementation requires the acceptance of certain basic principles. For facilitators of woman- positive activities, it is necessary to be able to "let go" of personal, professional, and political agendas, and to trust the women involved. This does lend an exploratory aspect to the activity, but if we keep in mind the above, there should be no need to fear failure. As I have stated, women-learner-driven groups or projects obviously fit learner-centred programs. Further, learner-centred approaches are by themselves empowering if they are well understood by literacy workers. Thus a woman-positive activity is one which addresses the needs of women who spend most of their lives not being themselves. By allowing them the security and support in which they can be themselves, such an activity is one of self-actualization. Women who spend their lives not fully feeling their own feelings or being ashamed or embarrassed by being who they are will, in a truly woman-positive activity, inevitably become more empowered.