Jenny Horsman

This is a set of six information sheets, designed for adult literacy practitioners, on learning and violence. In general terms, all six sheets deal with the prevalence of violence and how its effects on individuals may be manifested in a classroom.

This study investigates the effectiveness of Residential Heating Ventilation and Air Conditioning Training (RHVACT) for Women at Toronto’s George Brown College, a pre-apprenticeship pilot project funded by the Government of Ontario’s Women’s Directorate, in helping to ease the barriers to employment in skilled trades for women trying to leave violent domestic situations.

This is the report of a national project aimed at discovering what is happening across Canada in adult literacy Research in Practice (RiP) and developing a framework that would support such research.

The author sought to learn more about how violence affects learning by interviewing young people who are currently struggling with learning, either within or outside the school system. She explored how responses to trauma support or limit learning possibilities by interviewing young people and professionals engaged in the school system and in other education for youth.

The goal of this paper is to encourage discussion in the literacy community about how literacy programs can take into account more fully the impact of violence on learning. The author has researched the effect of violence on learning, interviewing learners, literacy workers, therapists, and counsellors for a research study.

In this item the writer explores: the lack of focus on women in the approaches to adult literacy programs and in literacy literature; the learner-centred approach—what might benefit some may not benefit others; studies that have suggested that women learn in particular ways; family literacy programs, to see what messages they give to women about women's roles; inequalities taken for granted in women's lives and issues of power; violence in wom

In this document, the author raises a series of questions designed to prompt discussion about the nature of research in practice.

One set of questions focuses on control, including who controls the money in research; who controls the knowledge gained through research; and who decides what knowledge is considered valid and worthy.

This paper explores the ways that traditional discourses about violence and about schooling impede efforts to develop literacy programs that respond to the violence and trauma women learners have experienced.

This paper looks at how addressing the impact of violence on learning offers the opportunity to create nurturing education systems that help both learners and practitioners.

How do experiences of violence affect learning? How can educators support
those who have been through violence to learn successfully? After many years
looking at these questions as they apply to women in adult literacy programs,