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

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

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.

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.

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/