In the power of woman positive literacy work, Betty-Ann discusses these issues in more detail. After working through the development of qualitative research methodologies, she concludes that this research project probably fits most comfortably into the critical model put forward by Patricia Maguire (1987). However, she also emphasizes that Patti Lather's (1991) discussion of postmodern research and pedagogy also had significant influence on the design. Lather's definition of feminist research clearly supports the way the process developed -

the overt ideological goal of feminist research in the human sciences is to correct both the invisibility and the distortion of female experience in ways relevant to ending women's unequal social position. (p. 71)

In terms of design (as distinct from methodology), Betty-Ann adapted four processes outlined by McKenna and Kirby (1989) to provide a framework for the research. Through the woman-positive activities women would uncover what has been hidden or silenced. Through reflection and discussion they would create their stories, their understandings, and their knowledge. Through their analysis, women would affirm what they found by naming how and why it has been made invisible. Through their documentation they would call out and share their naming and understanding with others. Then women would move on, using their new knowledge to work with others, to change what they could change.

This sense of working from the margins within a feminist action research framework also fits within different models of experiential learning (Kolb, 1975; Hunt, 1987; McNiff, 1988). Betty-Ann used the learning cycle to give women in the project another way of understanding what it means to do research. Beginning at the active experimentation stage, women had an opportunity to use their past experience to plan what might work as a woman-positive activity in their programs. Then they had the concrete experience of doing the activity. By observing and reflecting on the activity and its consequences, they processed what happened. By documenting and interpreting the process, they moved into analysis. Developing recommendations began the cycle once again, providing guidelines for future experiences of woman-positive literacy work.

A linear framework for the research complemented the circular experiential learning framework. It provided another way of understanding the research process. This framework was built around the three national workshops, two site visits, and primary activities during the periods of time between these events.