Violence

Stories from Pinegrove (1992)

Women's Education des femmes, Summer 1992 - Vol. 9, No. 4

What is the effect of violence on education? There are many children in our school systems who are labeled as "hyper", socially retarded, with behavioral problems, etc. We have readiness classes for the children who are unable to function properly in regular classrooms. These children are not "bad kids" as many people believe. They are trying the best that they can to survive. So often they are asking for help through their behaviour.

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2004-08-03

Life Writing: Empowerment for the Future (1994)

Women's Education des femmes, Fall 1994 - Vol. 11, No. 2

Women who have been victims of violence, whether verbal, emotional, psychological, or physical, often have been deprived of some part of their education. Coping with violence at home, in society, or at school can make it impossible to find the energy and concentration required in the classroom.

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2004-07-30

Learning to Change, Reel to Real (1996)

Women's Education des femmes, Fall 1996 - Vol. 12, No. 3

“We know now that an abusive childhood can lead to an abusive marriage and so the picture spins, reel to reel.”

In this article, the author tells of her history of abuse and how, through education and perseverance, she broke the cycle of abuse.

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2004-07-30

Hardships, Harsh Realities and Hope (1996)

Women's Education des femmes, Fall 1996 - Vol. 12, No. 3

In this article, the author discusses violence against women at school, at work, and at home, the effects of violence on learning, strategies to cope with violence, and hope for the future.

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2004-07-29

Feelings After a Tragedy : Personal or Collective Impressions? (1999)

Women's Education des femmes, Spring 1999 - Vol. 13, No. 1

In the late afternoon of December 6, 1989 in a classroom at the École polytechnique of the University of Montreal, a young man entered the room, armed with a gun. He separated the women from the men and shot at the women, accusing them of being feminists. Fourteen women died, and ten women and three men were wounded. In this article, the author discusses her personal feelings after the massacre.

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2004-07-28

Family Violence Prevention and Curriculum Development (1992)

Women's Education des femmes, Winter 1992-93 - Vol. 10, No. 1 & Spring 1999, Vol. 13, No. 1

Child abuse and violence against adolescent and adult women is a serious societal problem. If the problem is ever going to be effectively addressed, it must be through prevention. In this article, the author discusses several key components which any successful prevention program must incorporate.

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2004-07-28

Educating the Professionals (1994)

Women's Education des femmes, Spring 1994 - Vol. 11, No. 1

The Provincial Association of Transition Houses of Saskatchewan (PATHS) is a network of sheltering and counselling services for abused women. In this article, the author describes educational workshops provided by PATHS to professionals who are likely to see, but possibly not recognize, significant numbers of abused women.

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2004-04-01

Coping (1992)

Women's Education des femmes, Summer 1992 - Vol. 9, No. 4

Sexual abuse affects every aspect of our being-- physical, social, spiritual, emotional, academic, and personal. This is the story of one woman who has been abused by three individuals from her extended family. It is a story of suffering, pain, and fear. The abuse began at the age of seven and continued into adolescence and the teen years.

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2004-03-26

Concordia Women's Centre: A Place of Resistance (1993)

Women's Education des femmes, Winter 1992-93, Vol. 10, No. 1

The topic of this article is violence against women on university campuses, as well as the value of the Concordia Women's Centre to women on the Concordia University campus.

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2004-03-26

Literacy for Women on the Streets (2003)

This is a report on a research project designed to examine the impact of literacy activities on the lives of women working as sex-trade workers in the Downtown Eastside of Vancouver. The authors describe the research and share the two-year tale of their experiences and findings so that funders, literacy and community development workers, and women living and working on the street will feel confident embarking on literacy programs together.

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2004-02-23

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