Rethinking Violence and Learning: Moving Research into Practice (2000)

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.

The paper draws on information gained through focus groups and interviews with literacy practitioners in Duncan and Vancouver, British Columbia, and in Edmonton, Alberta. In addition, one of the authors conducted participant observation research while facilitating a women's literacy group in Toronto, Ontario.

The authors’ research begins from a commitment to social change, and is influenced by particular forms of theory that offer a way of looking at the relationship between language, social institutions, and individual consciousness that focuses on how power is exercised.

Various aspects of the dominant discourses about violence and about education contribute to ongoing silences and struggles for literacy programs trying to deal adequately with the violence in learners' lives, the authors note.

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Added: 
2005-10-26
APA citation
Jenny Horsman and Susan Heald. Rethinking Violence and Learning: Moving Research into Practice 2000. Web. 30 Nov. 2022 <http://en.copian.ca/library/research/horsman/rethink/rethink.pdf>
Jenny Horsman & Susan Heald (2000). Rethinking Violence and Learning: Moving Research into Practice. Retrieved November 30, 2022, from http://en.copian.ca/library/research/horsman/rethink/rethink.pdf
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