The class was held as a conversation, rather than a lecture. A woman named Karen Wyman, who is a board member of WE LEARN, lead the class. She started off by asking "What is love?", as we all answered around the room we came up with some of the same words.. "Trust, Compromise, Respect, Honesty, Communication, Fun." If love is all of these things and more, we know what it also isn't. Abuse. There are different forms of abuse being mental, physical, and sexual. It seemed all the women in the room shared in common the fact that they had all experienced some form of abuse in their lives. Abuse in a relationship deals with unbalanced control, meaning one person has or seeks control over the other. In an abusive relationship it is never a one-time-thing, it is a pattern, a cycle. In these relationships there is an abuse of trust, because it is in the context of a relationship you should feel safe in.
The class learned that in most cases, but certainly not all, men are the abusers of women. It is an act of extreme male dominance. One woman shared that her abusive father actually taught her what later saved her life against an abusive husband. "Never give a man control of your home." Her father preached. This woman found that having the apartment she shared with her husband in HER name kept her safe because it meant that he would always be the one who had to leave in a tough situation because by law it would be HER home.
The class went on to discuss injustices in how women are protected by the court system. Restraining orders are just a piece of paper, and only effective against people who obey the law. The system is flawed and it sometimes really helps women, and other times lets them down terribly. A woman who had served time in jail expressed hearing a story about a woman on death row for murdering her husband in defense of her and her child. Karen then shared with us how a man who plead guilty to murdering a 16 year old got only 8 years in jail in another case. The class discussed how this injustice could be a product of the male dominated court system...and going further...a male dominated country.
To better help women against violence, long term care must be in place. We ended the class questioning "What can we do?" and the answers aren't simple. However, first off report it, if we are abused or see someone being abused. Then sharing and support are vital for women to move on in their lives. Third is to get information about who you are dating and be wise about your choices.
Statistics show that 80% of incarcerated women are victims of domestic violence and little support is provided. Visit http://www.sinbysilence.com/ to hear their stories.
Monday, March 8, 2010
Student Leadership
"Its the little things you do make the big differences"
What is a Student Leader?
-"Someone who is responsible for everything"
-"Someone who is capable of helping with a variety of things"
Does taking the step to lead make you become a leader?
Everyone can be a leader, they can lead by examples, practising what they say. It is believed that anytime you have someone following behind you can be considered a leader.
Some ways of becoming a leader
-Networking
-Do Homework
-Showing up to School
-Actively participating in groups and projects around the school
Characteristics of becoming a leader
-Courageous
-Speaking up for what is right
-Recognising who you are
-Always willing to learn
-Having the initiative to be m.a.d (making a difference)
Every leader has a leader, every leader looks up to someone.
What is a Student Leader?
-"Someone who is responsible for everything"
-"Someone who is capable of helping with a variety of things"
Does taking the step to lead make you become a leader?
Everyone can be a leader, they can lead by examples, practising what they say. It is believed that anytime you have someone following behind you can be considered a leader.
Some ways of becoming a leader
-Networking
-Do Homework
-Showing up to School
-Actively participating in groups and projects around the school
Characteristics of becoming a leader
-Courageous
-Speaking up for what is right
-Recognising who you are
-Always willing to learn
-Having the initiative to be m.a.d (making a difference)
Every leader has a leader, every leader looks up to someone.
Healing Power of Words:Choosing Books that Change our lives
Reading makes us become more educated
What is reading?
-Freedom
-Knowledge
-Power
-Inspiration
-Comprehension
Common Beliefs about reading:
1. Reading is vital because it determines what your mind is focused on.
2. Feeding the right thoughts to the brain is like planting a seed and preparing a harvest
3. Reading is power
How do we choose a book that can heal?
"The writer must b able to revel and roll in the abundance of words, he must also know the secret power of a word" (Knit Harsen)
There are text that
Hurts
-Books that make you degrade yourself
-Conflicts with your beliefs
-Make you feel bad about yourself (what you internalise become part of you)
Heals
-Positively influences you life
-Gives a sense of satisfaction and meaning
-Promote self development
Next time you choose a book make sure it's one that help you heal and challenges your development and upliftment
What is reading?
-Freedom
-Knowledge
-Power
-Inspiration
-Comprehension
Common Beliefs about reading:
1. Reading is vital because it determines what your mind is focused on.
2. Feeding the right thoughts to the brain is like planting a seed and preparing a harvest
3. Reading is power
How do we choose a book that can heal?
"The writer must b able to revel and roll in the abundance of words, he must also know the secret power of a word" (Knit Harsen)
There are text that
Hurts
-Books that make you degrade yourself
-Conflicts with your beliefs
-Make you feel bad about yourself (what you internalise become part of you)
Heals
-Positively influences you life
-Gives a sense of satisfaction and meaning
-Promote self development
Next time you choose a book make sure it's one that help you heal and challenges your development and upliftment
Interview with Cherly Mc Falden
"We empower ourselves by reading more"
"Education is the passport for the future"
What inspired you to get into adult literacy:
I was a tutor in Philadelphia and there was a high level of illiteracy especially among the black within the community. There was also a lack of volunteers to help others.
What literacy mean to you:
I feel I am doing what God has put me on the earth to do, I feel obligated.
What changes do you want to see in terms of literacy:
I want literacy become more flexible and accessible to adults. Sometimes literacy schedule coincide with their job schedules or house chores. They sometimes have no one to look after their children.
What do you believe reading can do for others:
Reading is power, it helps you find yourself and gives you a voice
"Education is the passport for the future"
What inspired you to get into adult literacy:
I was a tutor in Philadelphia and there was a high level of illiteracy especially among the black within the community. There was also a lack of volunteers to help others.
What literacy mean to you:
I feel I am doing what God has put me on the earth to do, I feel obligated.
What changes do you want to see in terms of literacy:
I want literacy become more flexible and accessible to adults. Sometimes literacy schedule coincide with their job schedules or house chores. They sometimes have no one to look after their children.
What do you believe reading can do for others:
Reading is power, it helps you find yourself and gives you a voice
Inverview with Miriam Sassy of Project Hope
Miriam is a young lady originally from Liberia enrolled in project hope. Throughout her interview Miriam had to be reminder that she could talk freely and be herslef.
What inspired you to join Project Hope:
I had a six year old daughter and I wanted her to have a better life than I ever had. Also I wanted to got to school to be a positive role model on her.
What do you want to get out of the program that you are enrolled in:
Well, firstly I want to get my GED, once I do that I can go to college and fulfil my dream of becoming a medical assistant.
Once you finish with the program do you see yourself helping others get to the point where you did:
I would admit I am a very shy person, before I started Project Hope I was afraid to even open my mouth. I was scared people would laugh at everything I had to say. Since I started project hope I have learnt to talk and relate to others. Therefore I think once I build my courage I would be able to relate to others.
How do people in the program motivate you:
When I started project hope I thought I was the only one who had problems, once I got there I realised that everyone had a story similar to mine. Now I believe I am not on my own but there are people who understand what I am going through.
What is the most beneficial thing you have learnt from Project Hope:
The program mostly taught me to read and write but the one thing I cherish that I have learnt from the program is the development of ideas. I can now think about things on my own, than relying on what others have to say. I feel liberated.
Thank you project hope for the difference you are making in my life and that of my daughter.
What inspired you to join Project Hope:
I had a six year old daughter and I wanted her to have a better life than I ever had. Also I wanted to got to school to be a positive role model on her.
What do you want to get out of the program that you are enrolled in:
Well, firstly I want to get my GED, once I do that I can go to college and fulfil my dream of becoming a medical assistant.
Once you finish with the program do you see yourself helping others get to the point where you did:
I would admit I am a very shy person, before I started Project Hope I was afraid to even open my mouth. I was scared people would laugh at everything I had to say. Since I started project hope I have learnt to talk and relate to others. Therefore I think once I build my courage I would be able to relate to others.
How do people in the program motivate you:
When I started project hope I thought I was the only one who had problems, once I got there I realised that everyone had a story similar to mine. Now I believe I am not on my own but there are people who understand what I am going through.
What is the most beneficial thing you have learnt from Project Hope:
The program mostly taught me to read and write but the one thing I cherish that I have learnt from the program is the development of ideas. I can now think about things on my own, than relying on what others have to say. I feel liberated.
Thank you project hope for the difference you are making in my life and that of my daughter.
Interview with Shelly Walters
Shelly is tutor at a literacy program and she feels inspired to do her work
Why did you join the adult literacy team:
I would admit I came from a home where my parents were not very educated. I did not want that cycle to continue because I believed that everyone should be educated. I wanted to initiate change in other people's life and not allow them to go through the thing I went through with literacy. Also I think there was a need to help others and no one to fill those positions
What do you think is you biggest challenge being part of a literacy team:
To educate others, a lot of people don't have the power to change their life. I want to be that person they can lean on and get the support they need.
Why did you join the adult literacy team:
I would admit I came from a home where my parents were not very educated. I did not want that cycle to continue because I believed that everyone should be educated. I wanted to initiate change in other people's life and not allow them to go through the thing I went through with literacy. Also I think there was a need to help others and no one to fill those positions
What do you think is you biggest challenge being part of a literacy team:
To educate others, a lot of people don't have the power to change their life. I want to be that person they can lean on and get the support they need.
Gifts and Secrets
In this session, I was more excited going in than I was for a few others after just quickly scanning through the review of the session in our manuals of the weekend convention. Karen Wyman was the leader of this workshop as well, which also made me excited because she conducted an amazing workshop that I previously attended.
The room was set up in a circle, as were a lot of other workshops that I was a part of, and the lights were all shut off except for a few to create a more relaxing atmosphere. We went around the room stating our first names and a one word wish for something we want for ourselves. Karen took us through relaxing breathing techniques so we could become more intuitive to our thoughts and to ourselves in general.
After taking us through this silent relaxing exercise, we were asked to walk up to a table where there were face-down tarot cards laid out for us to each pick four. Once we picked out our cards, we needed to go back to our seats and then study all four of them and try to relate ourselves to what we see in the cards.
After a few moments of analyzing the cards, Karen asked us all to each pick out one card that we felt reached out to our lives the most. This part was hard because some of the cards were more difficult to interpret than others, but once we finally figured it out, we held our chosen card out in front of us until everyone was finished. After everyone was done, Karen had each of us go around the circle and explain why each card reached out to us the most. All but one woman seemed very comfortable with this exercise and opened up themselves a little bit to the rest of us, including myself. Once we were finished, we placed that one chosen tarot card down in front of us on the floor and held the other three in our hands to further analyze.
Next, Karen had asked us to turn our cards upside down, shuffle them a little bit, and arbitrarily chose one and hand it to the woman to the right of us in the circle. The person that we handed the card to then had to explain what they thought your card meant in conjunction with your life from what you have already told the circle from your previous card. This was a nice exercise because it was amazing to see how much all the women listened to one another and the input they shared.
After that was finished, we still had two remaining cards left in our hands. At that point, Karen asked us all to chose one card and give it to another person in the circle that we thought it belonged to as well, and then we needed to explain to them why we thought the card belonged to them. It was interesting to see why other women chose to give certain cards away, and it was very touching in other ways to realize how much we all seemed to care about the other 'strangers' in the circle. This part of the workshop seemed to touch everyone in a much more concerning way. You could see certain faces light up after being surprised that another women had read them so well.
Afterward we only had one more card in our hands. Karen told us that the last card represents one major message that we should be taking that corresponded with our current lives in general. We were told to take a few minutes to analyze the card, and think deeply about the potential meanings of each one. Some women, (myself included,) needed to ask the circle for help in understanding their card, as some cards were more misleading than others. Other women had a direct connection to the card. We each went around the circle and explained how our last card related to our lives and what the main message could be. It it nice to say that some women were left with a satisfying feeling, and others took their cards as motivational messages, and others found themselves opening up to the rest of the circle and coming out with feelings that they have never even released before to anyone else.
The fact that we were comfortable enough to talk about our personal lives, and even be trusted enough to listen to other the women's deepest emotions and life struggles was touching on its own. Even if the cards did not make you feel like you learned something or recieved a universal message, we all at least had the oppertunity to actually stop for an hour and a half and think about OURSELVES, (for once!) The exercise was not too difficult because the cards did not only have words on them, but Karen explained in the introduction of the workshop that tarot cards were invented so that people that were illiterate could also interpret them as well. I feel like all of the women in the circle certainly bonded to one another in a way that we were not expecting to when we walked in to the workshop. It was a very rewarding experience, and in my opinion a great way to end such an amazing weekend of learning, educating, and enlightenment.
The room was set up in a circle, as were a lot of other workshops that I was a part of, and the lights were all shut off except for a few to create a more relaxing atmosphere. We went around the room stating our first names and a one word wish for something we want for ourselves. Karen took us through relaxing breathing techniques so we could become more intuitive to our thoughts and to ourselves in general.
After taking us through this silent relaxing exercise, we were asked to walk up to a table where there were face-down tarot cards laid out for us to each pick four. Once we picked out our cards, we needed to go back to our seats and then study all four of them and try to relate ourselves to what we see in the cards.
After a few moments of analyzing the cards, Karen asked us all to each pick out one card that we felt reached out to our lives the most. This part was hard because some of the cards were more difficult to interpret than others, but once we finally figured it out, we held our chosen card out in front of us until everyone was finished. After everyone was done, Karen had each of us go around the circle and explain why each card reached out to us the most. All but one woman seemed very comfortable with this exercise and opened up themselves a little bit to the rest of us, including myself. Once we were finished, we placed that one chosen tarot card down in front of us on the floor and held the other three in our hands to further analyze.
Next, Karen had asked us to turn our cards upside down, shuffle them a little bit, and arbitrarily chose one and hand it to the woman to the right of us in the circle. The person that we handed the card to then had to explain what they thought your card meant in conjunction with your life from what you have already told the circle from your previous card. This was a nice exercise because it was amazing to see how much all the women listened to one another and the input they shared.
After that was finished, we still had two remaining cards left in our hands. At that point, Karen asked us all to chose one card and give it to another person in the circle that we thought it belonged to as well, and then we needed to explain to them why we thought the card belonged to them. It was interesting to see why other women chose to give certain cards away, and it was very touching in other ways to realize how much we all seemed to care about the other 'strangers' in the circle. This part of the workshop seemed to touch everyone in a much more concerning way. You could see certain faces light up after being surprised that another women had read them so well.
Afterward we only had one more card in our hands. Karen told us that the last card represents one major message that we should be taking that corresponded with our current lives in general. We were told to take a few minutes to analyze the card, and think deeply about the potential meanings of each one. Some women, (myself included,) needed to ask the circle for help in understanding their card, as some cards were more misleading than others. Other women had a direct connection to the card. We each went around the circle and explained how our last card related to our lives and what the main message could be. It it nice to say that some women were left with a satisfying feeling, and others took their cards as motivational messages, and others found themselves opening up to the rest of the circle and coming out with feelings that they have never even released before to anyone else.
The fact that we were comfortable enough to talk about our personal lives, and even be trusted enough to listen to other the women's deepest emotions and life struggles was touching on its own. Even if the cards did not make you feel like you learned something or recieved a universal message, we all at least had the oppertunity to actually stop for an hour and a half and think about OURSELVES, (for once!) The exercise was not too difficult because the cards did not only have words on them, but Karen explained in the introduction of the workshop that tarot cards were invented so that people that were illiterate could also interpret them as well. I feel like all of the women in the circle certainly bonded to one another in a way that we were not expecting to when we walked in to the workshop. It was a very rewarding experience, and in my opinion a great way to end such an amazing weekend of learning, educating, and enlightenment.
Adult Education Women are Super (ROLE) Models & Partners
*we began by discussing the multi-stakeholder visioning process
*a participatory process
*moving forward-enhancing professional skills, supporting community, building pathways to high education and job opportunities
*Assets vs. Needs approach i.e. the glass is half full approach to learning, listening to not just what learners think but what they need
*Student Voices Study in 2008 with 151 learners including current students and alumni across all sectors
*found that students were looking for opportunities to give back to their fellow students in the form of peer mentors, tutors, and counselors
*Strategies were developed and categorized based on need by the alumni
*support and motivation
*community organizing and outreach
*information and communication
*Advocacy
*The instructor then acts us all to define leadership; a long list of attributes was given
*Leadership:The decision to see that everything around you goes well.
*Issues that face women in leadership are
*Oppression;externally and socially
*Internalized oppression;no power, negative self-image,limited capacity to inspire
*passing the hurt vs. creating a culture of healing
*Isolation;cultural/language/economic barriers
*At this time we did a listening exchange exercise where we worked with a partner describing what our programs are doing to engage women in leadership. The listener was required to be silent but encouraging without interruptions or judgements
*upon further discussion of leadership qualities the instructor suggested that the same qualities required to be a leader are required to be an adult learner
*At this time we were introduced to program that began in New York in 2009 called We are New York or WANY an ESOL program
*In 2010 WANY began a leadership internship program
*the Future Now Program based on whole student centered principles
*Head-strong academics
*Heart-emotional support
*Soul-values adult learner bring to the classroom
*Engaging Adult learners as partners increases retention rates, improves program outcomes, decreases drop out rates
*We watched short video, (part of a TV series) specifically for adult learners that deals with obstacles that stand in the way of success. These videos are available with sub titles-used another tool/support system
*Adult Education Alumni Alliance
*objectives are based around improving outcomes for learner and alumni, the structure of a sustainable network in NYC, creation of a student centered adult education system
*We then discussed the the transition from local to systemic Action
Leaders
*Biming Long
*Role model for ESOL students in Chinatown community. She went from student to educator in the English and Grammar dept.
*currently a WANY intern at the Mayor's office
*Pamela Soriano
*serves a student liaison bridging the gap between students and program leaders
*Guadalupe Delgado
*on the student newspaper, works a research assistant
*works as a WANY intern at the Mayor's office using the We are New York TV series to improves the lives of other learners
*Diane Francis
*Works as a mentor and instructor for the Queens library adult literacy program
*works a WANY leadership intern for the Mayor's office. She is also a founding member of the Adult Education Alumni Alliance
*Objectives of leadership internships are; increased student retention and transitions to college level, increased literacy by helping people learn English, developed alumni leadership and advocacy
The lessons learned from these programs are
* learners are assets
*alumni are a "secret weapon"
*communities have to have the goal of empowerment
*the culture of adult learning needs to be shifted on both a local and systemic level towards learner centered and learner led programs
Sunday, March 7, 2010
Our Fun, Friendly, Sexual Selves
This very fun, laid back, and extremely informative workshop was one that I will probably never be able to forget, even if i tried. Kathryn Ssedoga, the main speaker of the workshop, did an absolutely amazing job helping all of the women apart of this session learn more and become more appreciative about their female parts. She carefully explained to us a matter of different true FACTS of our own bodies that more than half of the women in the session did not already know about themselves. I was glad to witness the many smiling and relaxed faces leaving the room once the session was over.
Kathryn gave us a quick agenda of everything that she had taught us, including the true definition of sexual health, a detailed explanation of the female anatomy, true facts of feminine hygiene, our own g-spot, masturbation, orgasms, and toys, projects based on these topics in London, Ontario, and helpful resources as well. The first vital statement that she made to us was "how we talk about each other is as important as what we talk about." Then she went over 'what is health?' and 'what is sexual health?' The "ingredients" for healthy sexuality were as follows:
- Being able to communicate about your feelings
- Understanding STD's and how to prevent them
- Access to good health care, birth control, and STD help.
- Finding relationships based on respect
- Understanding and being able to make the right choices about reproduction
- Being able to talk to friends who can help you make good decisions about your sexual life.
Okay, so maybe some of these items seem like a few things that you have already have heard once, if not, many times before. Well, does any health teacher you've ever had told you how you can better pleasure yourself during sex? Kathryn then went into great explanation about female parts that are pleasurable to women, and how to make the most pleasure out of those parts. Why are these facts ones that women are not readily available to? Why are there brilliant women with lots of education privileges that have no idea about any of these facts? Why does the system hide these facts away from women? Women are taught to stay away from sex, not to become more pleasured by it. Why does this happen? Kathryn went into even greater description with use of great visuals, including a puppet, pictures taken out of a coloring book that everyone in the session received to color in themselves, a book with different female parts to understand how different and still healthy we all are, videos that we watched from online, and just by her telling us more of her own experiences as well.
Kathryn taught us how to really keep ourselves clean, (very oppositional to common knowledge,) and even gave us information from real gynecologists that want to help just as much as she does. She went over which toys are safer to use than others, and even the myths and beliefs about shaving and trimming. At the end of the session, there was still much information to go over, after already learning so much. Kathryn handed out free condoms, free female condoms, (and taught us how to use them and how beneficial they can be,) and even gave us other fun sexual inventions made for a better tasting and much safer female-favored oral sex. Who would not want to take advantage of such valuable advice? Many women walked into this workshop being much more unconfident and uncomfortable than they did once they walked out. If this woman was ever able to teach a course on the matter anywhere in this country, I would definitely be one of the first to sign up for the class. I secretly wanted to stay after the workshop had already ended, however like all good things, this session had to eventually come to and end. I had no idea what I was heading in for at the start of the workshop, but I am never happier that I was lucky enough to attend and learn as much as i did.
Kathryn gave us a quick agenda of everything that she had taught us, including the true definition of sexual health, a detailed explanation of the female anatomy, true facts of feminine hygiene, our own g-spot, masturbation, orgasms, and toys, projects based on these topics in London, Ontario, and helpful resources as well. The first vital statement that she made to us was "how we talk about each other is as important as what we talk about." Then she went over 'what is health?' and 'what is sexual health?' The "ingredients" for healthy sexuality were as follows:
- Being able to communicate about your feelings
- Understanding STD's and how to prevent them
- Access to good health care, birth control, and STD help.
- Finding relationships based on respect
- Understanding and being able to make the right choices about reproduction
- Being able to talk to friends who can help you make good decisions about your sexual life.
Okay, so maybe some of these items seem like a few things that you have already have heard once, if not, many times before. Well, does any health teacher you've ever had told you how you can better pleasure yourself during sex? Kathryn then went into great explanation about female parts that are pleasurable to women, and how to make the most pleasure out of those parts. Why are these facts ones that women are not readily available to? Why are there brilliant women with lots of education privileges that have no idea about any of these facts? Why does the system hide these facts away from women? Women are taught to stay away from sex, not to become more pleasured by it. Why does this happen? Kathryn went into even greater description with use of great visuals, including a puppet, pictures taken out of a coloring book that everyone in the session received to color in themselves, a book with different female parts to understand how different and still healthy we all are, videos that we watched from online, and just by her telling us more of her own experiences as well.
Kathryn taught us how to really keep ourselves clean, (very oppositional to common knowledge,) and even gave us information from real gynecologists that want to help just as much as she does. She went over which toys are safer to use than others, and even the myths and beliefs about shaving and trimming. At the end of the session, there was still much information to go over, after already learning so much. Kathryn handed out free condoms, free female condoms, (and taught us how to use them and how beneficial they can be,) and even gave us other fun sexual inventions made for a better tasting and much safer female-favored oral sex. Who would not want to take advantage of such valuable advice? Many women walked into this workshop being much more unconfident and uncomfortable than they did once they walked out. If this woman was ever able to teach a course on the matter anywhere in this country, I would definitely be one of the first to sign up for the class. I secretly wanted to stay after the workshop had already ended, however like all good things, this session had to eventually come to and end. I had no idea what I was heading in for at the start of the workshop, but I am never happier that I was lucky enough to attend and learn as much as i did.
Saturday, March 6, 2010
The Dynamics of Domestic Violence
As I walked into the room that this workshop was being held in, the people running it were still setting up the room a little bit to get it ready for the session. They were placing all of the chairs together in a circle to create a more Socratic atmosphere. As people started filling in the circle, it slowly grew into a larger and larger circle filled with women, all with different experiences and memories that each could relate to this one single topic.
Karen Wyman, one of the board members and an amazing speaker, set us all off by having us go around the circle stating our first names, and one word that we each think describes love. As the circle went around and different women were giving their answers, it was clear that we were all perfectly aware of what the term means and stands for. Then she asked everyone, "What is love not?" As we sat quietly thinking of possible answers, she then asked another question, "What exactly is domestic violence?" One woman immediately raised her hand with a perfect answer, explaining how domestic violence does not only include physical abuse, but also financial, emotional, verbal, and sexual abuse as well. Another woman said that domestic violence was neglect, and another claimed that it was unbalanced control in a relationship. Which one of these answers were the correct ones? Every single one of them.
Karen went on to explain how everyone was correct, and how domestic violence seems to happen in the context of a relationship in which one should feel safe. Ironic? Then she exclaimed how MOST, (not all,) of domestic violence is done by a man to a woman. I know that some of these answers sound like something that most people have already heard before, including myself, however just being apart of this 1 hour and 10 minute workshop was beneficial enough for anyone walking out of the room to say that they had at least learned one thing that they were not already aware of.
Karen then asked everyone to stand up, and proceeded to explain that one side of the room was now going to be the "disagree" side, and the other side of the room was going to be the "agree" side. She asked us a few questions, or stated a few common statements about domestic violence, and the learners were told to either go to the disagree or the agree side of the room, even if they were stuck in the middle. It became very clear after only the first question that there were many different experiences and memories floating around the room amongst the huge variety of women, because each one had interesting and eye-opening thoughts, ideas, and theories to share with one another. Karen made statements like, "I will leave the first time he hits me," and half of the women went to the agree side, and the other half went to the disagree side. Learning what the other women on the opposing side of you had to say about why they chose their answer was where most of the learning came from. Karen asked about 3 or 4 more questions relating to the topic before we had one last closing discussion about the matter. Was it a good experience for me? If there was an agree side the room that I am sitting in now, then I would already be there answering this question. I did not learn in this workshop by reading, doing writing exercises, listening to a lecture, or reading off of someone's homemade power point presentation about their own opinion based research. I learned by listening to what all of these other strong women had to say about their own lives. Even I had my own input to maybe even help others.
Why doesn't a woman just leave after being abused? It's easier said than done. 40% of the murdered women in America died trying to leave an abusive household. FORTY PERCENT! Who do we make responsible when we ask why didn't SHE leave? Obviously we put the problem in the hands of the women, the victims, or the innocent ones. Is this fair? Of course not. 80% of incarcerated women in America were exposed to some sort of domestic violence beforehand at some point in their lives. Doesn't this statement speak enough for itself? Obviously not enough... because there has yet to be change. How do we address this matter? How can we help one another? How will we ever be able to make any changes? How does the system try to help? On the other hand, what is the system doing that it is not getting any better, or in most cases, getting even worse?
Karen Wyman, one of the board members and an amazing speaker, set us all off by having us go around the circle stating our first names, and one word that we each think describes love. As the circle went around and different women were giving their answers, it was clear that we were all perfectly aware of what the term means and stands for. Then she asked everyone, "What is love not?" As we sat quietly thinking of possible answers, she then asked another question, "What exactly is domestic violence?" One woman immediately raised her hand with a perfect answer, explaining how domestic violence does not only include physical abuse, but also financial, emotional, verbal, and sexual abuse as well. Another woman said that domestic violence was neglect, and another claimed that it was unbalanced control in a relationship. Which one of these answers were the correct ones? Every single one of them.
Karen went on to explain how everyone was correct, and how domestic violence seems to happen in the context of a relationship in which one should feel safe. Ironic? Then she exclaimed how MOST, (not all,) of domestic violence is done by a man to a woman. I know that some of these answers sound like something that most people have already heard before, including myself, however just being apart of this 1 hour and 10 minute workshop was beneficial enough for anyone walking out of the room to say that they had at least learned one thing that they were not already aware of.
Karen then asked everyone to stand up, and proceeded to explain that one side of the room was now going to be the "disagree" side, and the other side of the room was going to be the "agree" side. She asked us a few questions, or stated a few common statements about domestic violence, and the learners were told to either go to the disagree or the agree side of the room, even if they were stuck in the middle. It became very clear after only the first question that there were many different experiences and memories floating around the room amongst the huge variety of women, because each one had interesting and eye-opening thoughts, ideas, and theories to share with one another. Karen made statements like, "I will leave the first time he hits me," and half of the women went to the agree side, and the other half went to the disagree side. Learning what the other women on the opposing side of you had to say about why they chose their answer was where most of the learning came from. Karen asked about 3 or 4 more questions relating to the topic before we had one last closing discussion about the matter. Was it a good experience for me? If there was an agree side the room that I am sitting in now, then I would already be there answering this question. I did not learn in this workshop by reading, doing writing exercises, listening to a lecture, or reading off of someone's homemade power point presentation about their own opinion based research. I learned by listening to what all of these other strong women had to say about their own lives. Even I had my own input to maybe even help others.
Why doesn't a woman just leave after being abused? It's easier said than done. 40% of the murdered women in America died trying to leave an abusive household. FORTY PERCENT! Who do we make responsible when we ask why didn't SHE leave? Obviously we put the problem in the hands of the women, the victims, or the innocent ones. Is this fair? Of course not. 80% of incarcerated women in America were exposed to some sort of domestic violence beforehand at some point in their lives. Doesn't this statement speak enough for itself? Obviously not enough... because there has yet to be change. How do we address this matter? How can we help one another? How will we ever be able to make any changes? How does the system try to help? On the other hand, what is the system doing that it is not getting any better, or in most cases, getting even worse?
Stress Reduction in the Classroom
This workshop was run by Amy Cameron, an ESOL teacher and Zainab Shaker, a refugee from Iraq and an ESOL student. Both women expressed finding that many students had high levels of stress. Stress can greatly disrupt learning and memory in the classroom. When the workshop first began we were separated into two groups and within the groups we each shared our names and something that caused us stress. There were many different kinds of stressors for the groups varying from school, work, kids, finances, and anxiety in general. Next we shared ways of coping with these stressors. Many women voiced that exercise or more specifically, walking, as a great stress reliever. Cameron then had several of us in the room read what some of her students had written about what was stressing them out. Many of the women were stressed about recently losing a job or not being able to find one. Also, many of them were afraid or ashamed of their literacy levels and the affect it had on them in their day to day lives. Cameron explained how in her class she and the students created a "Tree of Knowledge," as way of exploring stress management.
Shaker then explained what the "Tree of Knowledge" was made up of:
The Roots- What you learned from your family about stress
The Trunk- What you learned from your culture about stress
The Branches- What you taught yourself about stress
The Clouds- A stressor
We each made a mini version of the "Tree of Knowledge," for ourselves. Next Cameron explored a variety of stress reducers that she tested through experimental learning with her students at the beginning of each class and briefly experimented with us. Belly breathing was first where breathing with your stomach was the focus. Followed by guided visualization which still involved belly breathing while closing your eyes and listening to Cameron while she took you to a tropical island where you could throw your stress(in the form of a medium sized rock) into the ocean. Next we colored mandalas(which I found to be the most relaxing) and lastly she demonstrated some yoga moves that may reduce stress.
I definately left this workshop feeling more relaxed after we had just practiced a slew of potential stress reducers. Also, I felt relief after hearing all the varieties of ways these other women were affected by stressors because I think sometimes it's easy to get wrapped up in things instead of taking a minute to relax and figure out how to deal with them.
As We Prepare to Leave...
The final session has started, and our numbers are a bit smaller than they have been as some women have begun their journeys home. I am thinking of how WE LEARN is both a leave-taking and a home-coming. We leave our daily lives, homes, jobs, and arrive - some of us to a strange city and location - at a conference that, strangely enough, feels like home. Whether it's our first time or our seventh time at WE LEARN, we feel welcomed and greeted by the learners and leaders here.
WE LEARN is a place to leave behind all those things that we no longer need - doubts, insecurities, settling for less than we deserve, anxiety, loneliness. WE LEARN is also a place to come home to the best of ourselves - our strength, our determination, our competence, our creativity, and our passion for justice.
As we move through the weekend, we greet ourselves in one another, and we hold mirrors up to reflect to one another our exquisite beauty, power, and courage. We come together in celebration, in grief, in laughter, in joy, and in challenge. We build each other up while we're here so that we can return home ready to do the work of our lives, whether that is the work of home, parenting, social justice, community organizing, or learning to love one another well. The energy of coming home to WE LEARN carries us back home to our lives and sustains us as we work to make the world safer, healthier, and more equitable for women.
Thank you all for making WE LEARN such an important weekend! See you soon.
WE LEARN is a place to leave behind all those things that we no longer need - doubts, insecurities, settling for less than we deserve, anxiety, loneliness. WE LEARN is also a place to come home to the best of ourselves - our strength, our determination, our competence, our creativity, and our passion for justice.
As we move through the weekend, we greet ourselves in one another, and we hold mirrors up to reflect to one another our exquisite beauty, power, and courage. We come together in celebration, in grief, in laughter, in joy, and in challenge. We build each other up while we're here so that we can return home ready to do the work of our lives, whether that is the work of home, parenting, social justice, community organizing, or learning to love one another well. The energy of coming home to WE LEARN carries us back home to our lives and sustains us as we work to make the world safer, healthier, and more equitable for women.
Thank you all for making WE LEARN such an important weekend! See you soon.
Connecting Research on Women's Literacy and Social Justice
How does research affect policy? How do we make research applicable to our practice?
How can we all be involved in conducting it? It should not be something just done by researchers and removed from every day life.
People introduced themselves.
Presenter #1: Reading Course for Farmer's Wives
Cornell University Farmer's Wives Reading Course. Introduced home ec into rural communities in upstate New York (e.g, sanitary practices, etc.). In addition to education research, it served to bring women together. In this area people were very isolated. There was limited electricity, technology, and materials of interest (such as magazines) to women. Women were asked to prioritize what they wanted to learn about saving time and doing housework more productively. They got a publication called "Saving Steps." In the process of sharing this information (collected via postcards), women had a chance to connect. Over time, these developed into study clubs that had the bulletins as the central text and larger events.
Key quote: Gathering in community is crucial to one's lives, especially those who are isolated in rural areas.
Presenter #2: Youth Aging out of Foster Care
There is a need for comprehensive services for youth that are aging out. Link between aging out unprepared and negative outcomes. Homelessness, literacy, incarceration, etc. Foster children are less likely to finish high school. Comprehensive services will help with transition. This can be done using existing resources - we have to change the paradigm in how we use it. One program is very successful and they are notable for having 40% of their staff being former foster students. In general, it is more expensive to care for homeless people, due to things like medical care for things that should be routine.
Kids need unconditional commitments from adults that foster parents won't give up on them. They are treated different, but they are just like us. We have to think of them as people.
Key Quote: The new face of homelessness is youth aging out of foster care.
Presenter #3: Literacy Among Ecuadorian Women Weavers
Women's cooperatives in this area of Ecuador has offered transformative potential, in addition to organizing for fair prices. They encourage literacy. This research project focuses on interviewing women in these cooperatives about their understanding of literacy and their work. (Ann Berthof (sp?) - the meaning beyond money).
One cooperative: Sweater weavers. Had workshops for workers, techniques, but self-esteem, domestic violence, etc. were the most noted. Second: Straw weavers.
Third: Embroiderers. All struggling with changes in the world marketplace.
Results of the study: Limited access to materials (book, internet, etc.) but have cell phones. Limited need for reading. But literacy had become important. Needed it for redesign. Surprised or hesitant about using social services.
Key Quote: How might these women connect the strengths they demonstrate daily, and in their cooperatives, with larger social justice issues?
*
Question: How does research or interventions add to the complexity of the problem? Like women's shelters not addressing women's safety. How do we make sure we don't make things worse?
* Who has the whole picture? People might not know to call it patriarchy, or what the issue is.
- Response: Nobody has the whole picture
* Biggest problem (in Canada) is for people to understand that they must be inclusive. Learners must be there, since they have experiences and expertise that professionals don't have. It is a matter of respect. Big problem - non-inclusivity.
* Students feel isolated within own communities and families because they are getting an education. There is a tension between wanting to maintaining a connection to their families and wanting to do something different. Do we pay enough attention to how difficult taking this step is. (Note: Like the movie Educating Rita).
* Discourses about how we talk about groups of people.
* As a learner, waiting for someone to invite me is a lack of power. Instead of waiting for them to change, I want to give other literacy students the skills I have developed.
Advocate for themselves.
* Topic: How do people learn to work with social services, get over the hurdles or their hesitancy, and work with the resources that are already there? Or not - because not all people do get over it (e.g., refugees).
* What are the issues we should be doing research about to change policy?
- Example: Both parties need more awareness. Sometime staff at homeless shelters need more awareness, not just family being more aware of regulations. Staff who have not been in that situation don't understand. Or Foster Parents need training about resources, so it is not just about the kids not doing the right thing.
Question: What does research mean to you?
- It is common sense. This is way we should use to redirect things.
* We'd like to look at creating best practices about agencies informing people about how to utilize the resources. What would be the best practices to makes sure the employees are equally informed? Increase access to funding.
- How to help other countries as well.
- We need to educate the first line responders. And that has to be done via the people who have lived it and it know it.
MORE DETAILS TO FOLLOW
How can we all be involved in conducting it? It should not be something just done by researchers and removed from every day life.
People introduced themselves.
Presenter #1: Reading Course for Farmer's Wives
Cornell University Farmer's Wives Reading Course. Introduced home ec into rural communities in upstate New York (e.g, sanitary practices, etc.). In addition to education research, it served to bring women together. In this area people were very isolated. There was limited electricity, technology, and materials of interest (such as magazines) to women. Women were asked to prioritize what they wanted to learn about saving time and doing housework more productively. They got a publication called "Saving Steps." In the process of sharing this information (collected via postcards), women had a chance to connect. Over time, these developed into study clubs that had the bulletins as the central text and larger events.
Key quote: Gathering in community is crucial to one's lives, especially those who are isolated in rural areas.
Presenter #2: Youth Aging out of Foster Care
There is a need for comprehensive services for youth that are aging out. Link between aging out unprepared and negative outcomes. Homelessness, literacy, incarceration, etc. Foster children are less likely to finish high school. Comprehensive services will help with transition. This can be done using existing resources - we have to change the paradigm in how we use it. One program is very successful and they are notable for having 40% of their staff being former foster students. In general, it is more expensive to care for homeless people, due to things like medical care for things that should be routine.
Kids need unconditional commitments from adults that foster parents won't give up on them. They are treated different, but they are just like us. We have to think of them as people.
Key Quote: The new face of homelessness is youth aging out of foster care.
Presenter #3: Literacy Among Ecuadorian Women Weavers
Women's cooperatives in this area of Ecuador has offered transformative potential, in addition to organizing for fair prices. They encourage literacy. This research project focuses on interviewing women in these cooperatives about their understanding of literacy and their work. (Ann Berthof (sp?) - the meaning beyond money).
One cooperative: Sweater weavers. Had workshops for workers, techniques, but self-esteem, domestic violence, etc. were the most noted. Second: Straw weavers.
Third: Embroiderers. All struggling with changes in the world marketplace.
Results of the study: Limited access to materials (book, internet, etc.) but have cell phones. Limited need for reading. But literacy had become important. Needed it for redesign. Surprised or hesitant about using social services.
Key Quote: How might these women connect the strengths they demonstrate daily, and in their cooperatives, with larger social justice issues?
*
Question: How does research or interventions add to the complexity of the problem? Like women's shelters not addressing women's safety. How do we make sure we don't make things worse?
* Who has the whole picture? People might not know to call it patriarchy, or what the issue is.
- Response: Nobody has the whole picture
* Biggest problem (in Canada) is for people to understand that they must be inclusive. Learners must be there, since they have experiences and expertise that professionals don't have. It is a matter of respect. Big problem - non-inclusivity.
* Students feel isolated within own communities and families because they are getting an education. There is a tension between wanting to maintaining a connection to their families and wanting to do something different. Do we pay enough attention to how difficult taking this step is. (Note: Like the movie Educating Rita).
* Discourses about how we talk about groups of people.
* As a learner, waiting for someone to invite me is a lack of power. Instead of waiting for them to change, I want to give other literacy students the skills I have developed.
Advocate for themselves.
* Topic: How do people learn to work with social services, get over the hurdles or their hesitancy, and work with the resources that are already there? Or not - because not all people do get over it (e.g., refugees).
* What are the issues we should be doing research about to change policy?
- Example: Both parties need more awareness. Sometime staff at homeless shelters need more awareness, not just family being more aware of regulations. Staff who have not been in that situation don't understand. Or Foster Parents need training about resources, so it is not just about the kids not doing the right thing.
Question: What does research mean to you?
- It is common sense. This is way we should use to redirect things.
* We'd like to look at creating best practices about agencies informing people about how to utilize the resources. What would be the best practices to makes sure the employees are equally informed? Increase access to funding.
- How to help other countries as well.
- We need to educate the first line responders. And that has to be done via the people who have lived it and it know it.
MORE DETAILS TO FOLLOW
Boundaries
In this session we talked how there are no age boundaries to go back to school. Age is just a number and you should go back to school at any time. One women stood up to share her story how she went back to get to get her G.E.D. at the age of 50. Now standing before us at the age of 64 she is in the possession of two Master's Degrees. It touched everyone in the room. It provided that extra push anyone needed to keep chugging along in school. It proved that their are NO Boundaries. Our culture only accepts children to learn and not Adult Learners. However, these women are fighting against society, and snotty remarks to further their education and themselves. Without education these women feel helpless. Education pushes them to be someone and provides them with hope. These women inspire me.
Making Sense of Peace: Can you Feel it?
*we began with writing our own personal definitions of peace
-unity without judgment
-sense of calm
-happiness
-conflict resolution
*in the midst of this discussion the leader read us the children's book "A Little Peace" which simply described the areas where a person can practice peace
*Next we split into small groups and worked with a facilitator discussing peace in relation with the senses.
*Smell; what is the smell of peace? Suggestions were, lavender, salt air, incense, food
*Taste; what does peace taste like? Suggestions were, sweet, salty, answer maybe depends on your culture
*Sound; what does peace sound like? Suggestions were, the voices of loved ones, favorite music, waves
*Sight; what does peace look like? Suggestions were, friends, nature
*Touch; what does peace feel like? open question
At this time we realized that many of these sensations are combined. i.e. the smell and taste of a favorite food brings peace
We read the book, "What does Peace Feel Like?" It described the different definitions of peace from the view point of 8 and 9 year olds. The most amusing answers came from the page, "What does peace taste like? The author stated that over a hundred children named off flavors of ice cream! The innocence of their answers really went right to the core of what bring all of us peace in our daily lives.
Professor Becker's daughter, Jessica, shared with us the story of a 1000 paper cranes and taught us all to make our own. Instruction are available at
http://www.origami.org.uk/origamicrane.htm, if you are interested in making your own.
Some women discussed the challenges of making the cranes and felt that they received more peace from the process then from the end product.
My favorite part of the workshop was the reading of the children's story, "Zen Shorts". It was a wonderful book about three children who become friends with panda named Stillwater. Stillwater proceeds to teach them three simplified versions of ancient Japanese Zen lessons. The themes were based around tolerance, balance, and selflessness. The story opened up discussions about person peace bringing about peace in the community.
-unity without judgment
-sense of calm
-happiness
-conflict resolution
*in the midst of this discussion the leader read us the children's book "A Little Peace" which simply described the areas where a person can practice peace
*Next we split into small groups and worked with a facilitator discussing peace in relation with the senses.
*Smell; what is the smell of peace? Suggestions were, lavender, salt air, incense, food
*Taste; what does peace taste like? Suggestions were, sweet, salty, answer maybe depends on your culture
*Sound; what does peace sound like? Suggestions were, the voices of loved ones, favorite music, waves
*Sight; what does peace look like? Suggestions were, friends, nature
*Touch; what does peace feel like? open question
At this time we realized that many of these sensations are combined. i.e. the smell and taste of a favorite food brings peace
We read the book, "What does Peace Feel Like?" It described the different definitions of peace from the view point of 8 and 9 year olds. The most amusing answers came from the page, "What does peace taste like? The author stated that over a hundred children named off flavors of ice cream! The innocence of their answers really went right to the core of what bring all of us peace in our daily lives.
Professor Becker's daughter, Jessica, shared with us the story of a 1000 paper cranes and taught us all to make our own. Instruction are available at
http://www.origami.org.uk/origamicrane.htm, if you are interested in making your own.
Some women discussed the challenges of making the cranes and felt that they received more peace from the process then from the end product.
My favorite part of the workshop was the reading of the children's story, "Zen Shorts". It was a wonderful book about three children who become friends with panda named Stillwater. Stillwater proceeds to teach them three simplified versions of ancient Japanese Zen lessons. The themes were based around tolerance, balance, and selflessness. The story opened up discussions about person peace bringing about peace in the community.
Session: Women, Literacy, and Community Through Interactive Technology
Why are you here?
* Connection of technology and social justice.
* Connect like-minded organizations.
* I'm normally touchy-feeling, but this is about staying connected - since that is what helps people along their journey.
* As adults, we use computers, but we don't have the same ability as younger people. I'd like to know how to use it to communicate better.
* I'm involved in student leadership, and I need to continually think of ways to keep people involved. I also want to stay connected to WE LEARN. The conference is great, but I feel like two days is not enough.
Main presenter: WE LEARN was not conceived as a conference, but more of a clearinghouse on line so people could materials that were relevant to women's issues and literacy materials. That is how the website started. As people have come in and added things (the conference, women's perspective, reading circles, etc.), the webpage has not stayed up to date and there is stuff there that people don't find. And how do we extend the conference or the planning? Sharing documents on line, etc.
Experimenting with: Doodle calendar, wiki, blog, etc.
Grant to study what will be the next big idea for organization. In this case, technology.
So, how do we make it accessible for people across literacies? Are there specific issues around the ways that women use technology?
* Student Leader: Students prefer a hands-on approach. Comfort in seeing a face - reading it on a screen not really resonating with them.
* Technology is not only the internet. You can use audio recording software. Example: ESL radio on line, audio recording of books (including parents in prison)
* Tech resources are an issue. Who has access?
* Have meeting about women's literacy that include tech. The draw will be the issue and then they will get an introduction to the tech.
* There is a break-down in the process. Schools have old resources, so students who go home can't access it. So do schools invest in this? Where is their priority?
* Seconded by another student. It is really hard when you do work at home and you can't open it at school because the computers are too old.
* Job readiness without access to relevant computer training (since most jobs need it). Transition to college - you'll need it.
* Practical issue: Saving it in another way so that it can be opened. Schools should make sure that students are aware of that.
* How to stay connected? Webinars, regional groups (they report back online, or include tech elements), etc.
* The layers of working in groups and online.
Back to issue of gender and technology. Do women like that face-to-face?
* Research on women and girls learning in relational fashion. How to interject technology, or make it part of how women relate?
* How do we make it one of the tools in our basket?
* The internet environment is also an economic justice issue. What is for sale? What is the message?
* Stalking is also an issue, and safety more general.
* That is why technology is a different issue for women - this kind of safety issue.
* The fact that women can't take full advantage of technology (due to safety) is a social justice issue.
* Generational Piece: What does it mean for different generations? For different cultures? Also personal preference.
* Doesn't technology make the student/teacher dichotomy fuzzy? Students may know more, or they may be in the same boat. When are we all learners together?
* How do we capture the experience and wisdom of students who have transitioned into teaching roles?
* How can WE LEARN help in Haiti? Right now there is no school.
* Connection of technology and social justice.
* Connect like-minded organizations.
* I'm normally touchy-feeling, but this is about staying connected - since that is what helps people along their journey.
* As adults, we use computers, but we don't have the same ability as younger people. I'd like to know how to use it to communicate better.
* I'm involved in student leadership, and I need to continually think of ways to keep people involved. I also want to stay connected to WE LEARN. The conference is great, but I feel like two days is not enough.
Main presenter: WE LEARN was not conceived as a conference, but more of a clearinghouse on line so people could materials that were relevant to women's issues and literacy materials. That is how the website started. As people have come in and added things (the conference, women's perspective, reading circles, etc.), the webpage has not stayed up to date and there is stuff there that people don't find. And how do we extend the conference or the planning? Sharing documents on line, etc.
Experimenting with: Doodle calendar, wiki, blog, etc.
Grant to study what will be the next big idea for organization. In this case, technology.
So, how do we make it accessible for people across literacies? Are there specific issues around the ways that women use technology?
* Student Leader: Students prefer a hands-on approach. Comfort in seeing a face - reading it on a screen not really resonating with them.
* Technology is not only the internet. You can use audio recording software. Example: ESL radio on line, audio recording of books (including parents in prison)
* Tech resources are an issue. Who has access?
* Have meeting about women's literacy that include tech. The draw will be the issue and then they will get an introduction to the tech.
* There is a break-down in the process. Schools have old resources, so students who go home can't access it. So do schools invest in this? Where is their priority?
* Seconded by another student. It is really hard when you do work at home and you can't open it at school because the computers are too old.
* Job readiness without access to relevant computer training (since most jobs need it). Transition to college - you'll need it.
* Practical issue: Saving it in another way so that it can be opened. Schools should make sure that students are aware of that.
* How to stay connected? Webinars, regional groups (they report back online, or include tech elements), etc.
* The layers of working in groups and online.
Back to issue of gender and technology. Do women like that face-to-face?
* Research on women and girls learning in relational fashion. How to interject technology, or make it part of how women relate?
* How do we make it one of the tools in our basket?
* The internet environment is also an economic justice issue. What is for sale? What is the message?
* Stalking is also an issue, and safety more general.
* That is why technology is a different issue for women - this kind of safety issue.
* The fact that women can't take full advantage of technology (due to safety) is a social justice issue.
* Generational Piece: What does it mean for different generations? For different cultures? Also personal preference.
* Doesn't technology make the student/teacher dichotomy fuzzy? Students may know more, or they may be in the same boat. When are we all learners together?
* How do we capture the experience and wisdom of students who have transitioned into teaching roles?
* How can WE LEARN help in Haiti? Right now there is no school.
Friday, March 5, 2010
Session: What's Money Got To Do With It?
This workshop focused on economic justice. The idea is to address what the term means - it is commonly used, but how is it put into practice?
We started by doing introductions. The presenter explained that the idea was that WE LEARN needed this workshop because it is a conference theme, and because of the economic situation in the world. And to also help people understand the economic structure of WE LEARN.
One participant said she wanted to learn about the structure, because she is getting involved in similar efforts. There is a concern for sustainability.
One participant talked about moving his organization away from a membership model towards a participant one. What does that mean for the financial situation of the organization?
One participant is a student, who just wants info because she his new.
One participant is a board member and a leader of other organizations, so wanted to learn more about the budget (especially since WE LEARN does so much with such a lean budget). This kind of work is under-resourced, which is an issue of social justice.
One participant is a program director and teacher, and has to juggle funding and deal with budget cuts. She is also a WE LEARN board becoming more involved in the discussion. She feels now how much she doesn't know. She wonders what economic justice means on the ground for members - learners, teachers, etc.
The we did a hands-on activity: What it costs to run Women's Perspectives.
We start with $650.
Income: Donations, Grants, Sales, Other
Expenses: Conference calls, Printing, Contract Worker, Print Issue, Postage
We start by looking at the costs of the calls. At $.06 per minute per caller, 10 people, 90 minute calls, and four calls, the total is $216.
For the printing, in house $.05, 60 pages, x 200 = $600
Contract Worker: New thing, because the director cannot do it herself anymore. Using homeless shelter students to do it as a project it didn't work out. They used a graduate who needed it for her resume and did for less money. Contract hours by a company $60-$100/hour. 40 hours? However, WE LEARN does not pay this much.
For income, if WE LEARN prints 200 copies and half are given away. So if there are only 100 to sell, at 8 a piece - it is $800.
This covers almost the printing, but nothing else. There are also awards, up to $500.
This means that it doesn't cover its own cost (to the tune of -$1411.34).
But as an issue of economic justice, it is important to provide accessibility.
In the same way, the membership has a sliding scale. The conference registration is also this way - a varied structure allows people to participate in ways that work for them.
Economic issues also help shape decisions about lunch at the conference. Some people cannot afford to eat out, so having the food as an equalizer. Learner price covers the food.
Who gets paid? Everybody is a volunteer. The director has no salary (though she does on paper), so that is also an issue of economic justice.
What about work to offset the cost of the conference? When is that allowed?
So lean budget. Need to spend money to make money?
Open Conversation:
Economic justice as part of the mission as seen in the structure of the conference.
We cannot assume people can or can't pay (particularly students).
Grants typically ask you to go in a certain direction. WE LEARN also doesn't do direct service. Or they pay for project, but not salary. Or they only fund new stuff. Or how are you doing systemic change?
Suggestion: For student line in form, have numbers spread out starting at a base rate.
The main reason people say that they haven't given money is that people have not asked.
WE LEARN is open about the budget.
Do you need to have money to make money? Is the budget not big enough for people to take it seriously.
How to be more sustainable?
Diversify membership (reach out to non-adult ed areas that interact with learners, such as health literacy, financial literacy) and services (reading circles for health literacy)
Online read-a-thon with sponsors?
If you have "this just pays for the food" on the form, people might pay more.
We started by doing introductions. The presenter explained that the idea was that WE LEARN needed this workshop because it is a conference theme, and because of the economic situation in the world. And to also help people understand the economic structure of WE LEARN.
One participant said she wanted to learn about the structure, because she is getting involved in similar efforts. There is a concern for sustainability.
One participant talked about moving his organization away from a membership model towards a participant one. What does that mean for the financial situation of the organization?
One participant is a student, who just wants info because she his new.
One participant is a board member and a leader of other organizations, so wanted to learn more about the budget (especially since WE LEARN does so much with such a lean budget). This kind of work is under-resourced, which is an issue of social justice.
One participant is a program director and teacher, and has to juggle funding and deal with budget cuts. She is also a WE LEARN board becoming more involved in the discussion. She feels now how much she doesn't know. She wonders what economic justice means on the ground for members - learners, teachers, etc.
The we did a hands-on activity: What it costs to run Women's Perspectives.
We start with $650.
Income: Donations, Grants, Sales, Other
Expenses: Conference calls, Printing, Contract Worker, Print Issue, Postage
We start by looking at the costs of the calls. At $.06 per minute per caller, 10 people, 90 minute calls, and four calls, the total is $216.
For the printing, in house $.05, 60 pages, x 200 = $600
Contract Worker: New thing, because the director cannot do it herself anymore. Using homeless shelter students to do it as a project it didn't work out. They used a graduate who needed it for her resume and did for less money. Contract hours by a company $60-$100/hour. 40 hours? However, WE LEARN does not pay this much.
For income, if WE LEARN prints 200 copies and half are given away. So if there are only 100 to sell, at 8 a piece - it is $800.
This covers almost the printing, but nothing else. There are also awards, up to $500.
This means that it doesn't cover its own cost (to the tune of -$1411.34).
But as an issue of economic justice, it is important to provide accessibility.
In the same way, the membership has a sliding scale. The conference registration is also this way - a varied structure allows people to participate in ways that work for them.
Economic issues also help shape decisions about lunch at the conference. Some people cannot afford to eat out, so having the food as an equalizer. Learner price covers the food.
Who gets paid? Everybody is a volunteer. The director has no salary (though she does on paper), so that is also an issue of economic justice.
What about work to offset the cost of the conference? When is that allowed?
So lean budget. Need to spend money to make money?
Open Conversation:
Economic justice as part of the mission as seen in the structure of the conference.
We cannot assume people can or can't pay (particularly students).
Grants typically ask you to go in a certain direction. WE LEARN also doesn't do direct service. Or they pay for project, but not salary. Or they only fund new stuff. Or how are you doing systemic change?
Suggestion: For student line in form, have numbers spread out starting at a base rate.
The main reason people say that they haven't given money is that people have not asked.
WE LEARN is open about the budget.
Do you need to have money to make money? Is the budget not big enough for people to take it seriously.
How to be more sustainable?
Diversify membership (reach out to non-adult ed areas that interact with learners, such as health literacy, financial literacy) and services (reading circles for health literacy)
Online read-a-thon with sponsors?
If you have "this just pays for the food" on the form, people might pay more.
Informal Discussion: Restorative Circles
Short lunchtime conversation about Restorative Circles.
Here are some links
- www.thepeacealliance.org/files/events/2009.../restorative_circles.pdf
- http://www.restorativecircles.org/
Here are some links
- www.thepeacealliance.org/files/events/2009.../restorative_circles.pdf
- http://www.restorativecircles.org/
Undoing the Silence: Students and Teachers Coming to voice.
In this session sat 25 women who had all been inspired by each other. Shared stories of how they are over coming obstacles. Four women stood up form Julie's Family Learning Program and shared how Julie's inspired them to keep pushing on, to further their education, to shape them in the women they want to be. Not only at they are students at Julie's but they are family members. They shared their inspirational stories that touched everyone in the room.
Student number 1 talked about how she is getting ready to transfer to a Culinary Arts school. Julie had provided her with a voice to over come her personal battles.
Student number 2 stood up and spoke how she attends Julies for her daughter, she inspires her to push her self.
Student number 3 spoke about this was her first time attending WE LEARN. Julie's to her is second home, with out Julies she wouldn't be the person who she is today.
Student number 4 talked how Julie's gave her basic life skills to help get back on her feet. Julies is going to help get into college and get a full time job. She is ready to take on the world.
Session: How We Feel When We Lead
In this session, ESOL student leaders and teachers from Mexico, Guyana and Yemen share experiences of leadership and learning.
The first presenter (a learner) talked about how her desire to develop her leadership comes from her desire to be a model for her children. She also related how decisions such as coming to America and starting a family were very conscious, and how that sort of decision making is part of leadership. She shared a story about
The second presenter (a teacher) asked - "Why the title - 'How we feel when we lead'? She related how she came from a traditional background in Guyana, where gender roles are very defined and women's access to education was limited. Her mother worked on her own to overcome this, and became an avid reader. The presenter noted that she often uses her mother as an example for her students. She also went back to college in her 30s, and became the first woman in her family to attend college.
She also talked about a student who persisted in the face of financial troubles that really left her feeling down and useless, but who kept going and became a teaching assistant. That student told her, after starting that job, "People respect me! They call me Ms. M---!" That feeling is part of the leadership journey.
The floor is then turned over to the room for the first group activity - "What does leadership mean to you?"
Power of example
Responsiblity (X2)
Organization
Service
Structure
Creativity
Support
Achievement
Strength
Polite
Patience
Persistence
Perseverance
Goals
The third presenter (a student and women's rights activist) is from Yemen. She came to America at 7, dropped out of school at 11 and her family thought it was a great decision. With four kids, she learned to cook and help around the house - very gender specific role. At 18, she got married. Had two kids. Then she felt empty, so decided to go back to school. Her husband went to her parents, but they supported her. When she was in class she felt alive - like she had a brain and it was working. Then they lived in Alabama for two years, but nothing was free. Learned how to swim and drive. Came back, got divorced, is now in GED and has never felt happier. We deserve the best!
Her story focuses on personal initiative and taking care of herself.
The fourth presenter (a learner) grew up in a house with domestic violence. Her parents got divorced and her world fell apart. Her school was disrupted. However, she is now in a leadership training program. They had a bake sale to raise money to come here. She also talked about being involved in the hiring process for a position at their school, and great an experience that was. She has made friends in the process.
Second group activity - "What are the barriers to leadership and learning?"
Responses from group:
Self-esteem
Education
Culture
Communication (like Proper Grammar)
People Skills
Interacting
Traditions
Time
Childcare (much nodding and murmurs of approval)
Transportation
Sometimes husbands
Sometimes existing leadership
Sometimes relationships
Addiction
Money
Stigma
Lack of resources
Experience
Languages
Approach of practitioners/methods
Negative attitudes
Backgrounds
Self-confidence (Participant to group: "It's mandatory New York!")
Presenter says: "If you say 'I can't do it' the limit is inside you."
Participant: "You have to believe to receive."
The fifth presenter (a learner and leadership award winner) then starts by asking, "Why am I studying?" She has a slide:
It is nice to know.
Because the world has more and more colors than we can see and explain.
Ignorance is as heavy as a stone.
Study is better for us when we know more.
We can quickly understand what hurts us.
We can quickly understand what we need.
Key quote: "We are the leaders in our house. We are the leaders of our lives."
She lost a scholarship in her home country because she was a woman, even though she had a good academic record. But here the barrier is language. But she loves to serve. She also talked about going to the hospital for contraceptives, because she didn't know where to go. She ended up talking to people in the ER, who then told her to go someplace else (language was a communication hurdle). Later on, she got a bill for $500, even though she didn't do anything in the ER except ask questions about contraception. She did not pay it. She is an accountant in her home country, and a volunteer.
Then there was another large group activity with two questions: (1) What motivates you to learn and lead? and (2) What are some of your leadership goals?
Goals included - stay in school, better job, elevate self-esteem, to help, to inspire others to lead
Motivation - Family, ticket to independence, used bad example to push us forward
The session then wrapped up.
The first presenter (a learner) talked about how her desire to develop her leadership comes from her desire to be a model for her children. She also related how decisions such as coming to America and starting a family were very conscious, and how that sort of decision making is part of leadership. She shared a story about
The second presenter (a teacher) asked - "Why the title - 'How we feel when we lead'? She related how she came from a traditional background in Guyana, where gender roles are very defined and women's access to education was limited. Her mother worked on her own to overcome this, and became an avid reader. The presenter noted that she often uses her mother as an example for her students. She also went back to college in her 30s, and became the first woman in her family to attend college.
She also talked about a student who persisted in the face of financial troubles that really left her feeling down and useless, but who kept going and became a teaching assistant. That student told her, after starting that job, "People respect me! They call me Ms. M---!" That feeling is part of the leadership journey.
The floor is then turned over to the room for the first group activity - "What does leadership mean to you?"
Power of example
Responsiblity (X2)
Organization
Service
Structure
Creativity
Support
Achievement
Strength
Polite
Patience
Persistence
Perseverance
Goals
The third presenter (a student and women's rights activist) is from Yemen. She came to America at 7, dropped out of school at 11 and her family thought it was a great decision. With four kids, she learned to cook and help around the house - very gender specific role. At 18, she got married. Had two kids. Then she felt empty, so decided to go back to school. Her husband went to her parents, but they supported her. When she was in class she felt alive - like she had a brain and it was working. Then they lived in Alabama for two years, but nothing was free. Learned how to swim and drive. Came back, got divorced, is now in GED and has never felt happier. We deserve the best!
Her story focuses on personal initiative and taking care of herself.
The fourth presenter (a learner) grew up in a house with domestic violence. Her parents got divorced and her world fell apart. Her school was disrupted. However, she is now in a leadership training program. They had a bake sale to raise money to come here. She also talked about being involved in the hiring process for a position at their school, and great an experience that was. She has made friends in the process.
Second group activity - "What are the barriers to leadership and learning?"
Responses from group:
Self-esteem
Education
Culture
Communication (like Proper Grammar)
People Skills
Interacting
Traditions
Time
Childcare (much nodding and murmurs of approval)
Transportation
Sometimes husbands
Sometimes existing leadership
Sometimes relationships
Addiction
Money
Stigma
Lack of resources
Experience
Languages
Approach of practitioners/methods
Negative attitudes
Backgrounds
Self-confidence (Participant to group: "It's mandatory New York!")
Presenter says: "If you say 'I can't do it' the limit is inside you."
Participant: "You have to believe to receive."
The fifth presenter (a learner and leadership award winner) then starts by asking, "Why am I studying?" She has a slide:
It is nice to know.
Because the world has more and more colors than we can see and explain.
Ignorance is as heavy as a stone.
Study is better for us when we know more.
We can quickly understand what hurts us.
We can quickly understand what we need.
Key quote: "We are the leaders in our house. We are the leaders of our lives."
She lost a scholarship in her home country because she was a woman, even though she had a good academic record. But here the barrier is language. But she loves to serve. She also talked about going to the hospital for contraceptives, because she didn't know where to go. She ended up talking to people in the ER, who then told her to go someplace else (language was a communication hurdle). Later on, she got a bill for $500, even though she didn't do anything in the ER except ask questions about contraception. She did not pay it. She is an accountant in her home country, and a volunteer.
Then there was another large group activity with two questions: (1) What motivates you to learn and lead? and (2) What are some of your leadership goals?
Goals included - stay in school, better job, elevate self-esteem, to help, to inspire others to lead
Motivation - Family, ticket to independence, used bad example to push us forward
The session then wrapped up.
Opening Event - Making Connections
At the start of the conference, after general introductions, participants have gotten up and are moving around the room in an ice-breaking activity. They are finding partners, connecting via their elbows, and introducing themselves by saying their name and a tip to stay healthy. People are now moving about the room, looking for a new partner and saying good morning with their eyes. Now they are sharing tips about finance.
There is lots of friendly noise and smiles all around.
The group has been brought back together. People are going around the room saying their names and the whole group is repeating it in unison. A nice strategy for affirmation and welcoming people.
WE LEARN is off and rolling!
There is lots of friendly noise and smiles all around.
The group has been brought back together. People are going around the room saying their names and the whole group is repeating it in unison. A nice strategy for affirmation and welcoming people.
WE LEARN is off and rolling!
Thursday, March 4, 2010
Activism
Another one of the conference themes is "activism." This can be activism for women's literacy and educational needs, and it can also be understood that literacy and education helps with activism around important issues. Perhaps this is activism "for" women's literacy and activism "from" women's literacy? What are your thoughts on the issue of activism?
Leadership
As you can see from above, one of the three main themes of this year's conference is "Leadership." What does it mean to be a leader? How do we develop leadership? How is it a personal experience and how is it more of a communal experience? What questions or thoughts do you have about leadership?
Community
As you can see from above, one of the three main themes of this year's conference is "Community." What are some of the ways that you understand the concept of community? How is related to the topic of women and literacy? For those of you who are at the conference while you are posting, what have you seen or heard in sessions or in informal conversations that speak to the idea of "community"?
Subscribe to:
Posts (Atom)