They have argued that as feminists we have a responsibility to seek better pay, working conditions and benefits, to assert the value of our skills, the importance of literacy work and to make the field a viable work area for working class women, women of colour, single mothers, older women or any women who don't have the luxury of putting in extra time and working for inadequate pay. (1991: 17-18)

But the attempt to meet our own needs and to challenge and change the literacy field can become yet another burden for literacy workers to take on. Norton ends her article:

Many, like me, have chosen this work for its personal rewards. We have focussed more on the needs of our programs and participants than on our needs. Because we are overworked, because we may have to work two jobs to make ends meet (or to plan for our future), we do not have time to organize. We need to make time. We need to work for justice for ourselves as well as for program participants. (1994)

She leaves literacy workers with this final challenge: to work for justice.

_____________________________________________________________________

For you to do:

Reflect on your reasons for entering, or wishing to enter the adult, youth or community education field. Think about your past experiences which have contributed to that 'choice' and how your gendered experience led you towards, or away from this work. List the skills and strengths you bring to your work and think about the strengths and skills you think literacy work and similar educational work demands.

Think about your response to Mary Norton's challenge to seek justice for workers as well as learners. How do you react to that challenge? Do you think literacy workers and other educators should do that? Why or why not? If you chose to take up her challenge, what could you do?

_________________________________________________________

References

Belenky, M.F., Clinchy, C.M., Goldberger, N.R. and Tarule, J.M. (1986)

Women's Ways of Knowing: The Development of Self, Voice and Mind. New York: Basic Books.

Bergman-Illnik, K. (1994) 'Charting the Woman-Positive Ripples _ A Journal of

Discovery'. In Lloyd, B. A. (Ed.). Women in Literacy Speak: the Power of Woman-Positive Literacy Work. Halifax: Fernwood & Toronto: CCLOW.

Bhasin, K. (1984) 'The Why and How of Literacy for Women: Some Thoughts in the Indian Context', Convergence, 17(4), 1984, 37-43.

Canadian Congress for Learning Opportunities for Women (1995a) Isolating the

Barriers and Strategies for Prevention: A Kit About Violence and Women's Education for Adult Educators and Adult Learners. Toronto: Author.