Women's education

Suzanne Smythe's theseis explores literacy advice to parents as a gendered practice of power rather than an institutional truth.

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.

In 1998, a program was undertaken by the Edmonton John Howard Society and the Elizabeth Fry Society of Edmonton, with the collaborative support of numerous community-based agencies and organizations. This program was especially designed for women who were in, or at risk of being in, conflict with the law.

In this article, the author discusses female participation in science and technology classes and the need of increasing participation of women in non-traditional careers.

In this article, the author talks abut the book, Women's Ways of Knowing, by Mary Field Belenky et al. Feminists have long contended that women learn differently than men and have special learning needs which the education system by and large fails to address. The groundbreaking research carried out and reported by the authors of this book validates this contention.

This article is about the World Assembly of Adult Education, organized by the International Council for Adult Education (ICAE) in cooperation with the Latin American Council for Adult Education (CEAAL), the Ministry of Education and Justice in Argentina and the Argentina Council for Popular Education. It was held November 24-30, 1985, in Buenos Aires, Argentina.

In this article, the author discusses the establishment of a Women's training resource centre in Toronto in 1986. It was planned that the centre would facilitate funding, research, evaluation, government consultation, and college affiliation as well as staff and curriculum development in the women's training field.

In this article, the author discusses vocational training programs and the lack of Women's Studies in women's program training for non-traditional work.

In this article, the author expresses her view that under-educated women need to obtain some basic skills in science through which they can successfully participate in training programs for non-traditional occupations.

In this article presents a summary of research undertaken by the author as part of her M.A. thesis. She was interested in knowing about the growth of Women's Studies Programs. Through her research, she hoped to establish the following: If women's studies is new knowledge, how is it affecting the women students within the program's? Is this new knowledge making an impact in terms of the re-definition of their roles in society?