Book Chapters

ShowJacket

www.net: Quest(ion)ing transformative possibilities of the web. In L. Manicom & S. Walters, Feminist popular education in transnational debates: Building pedagogies of possibility. New York: Palgrave Macmillan, 2012

 

empowering

 

 

But how can I teach her if she can’t get her bum on the seat? In M. Miller & K.P. King, (Eds.) Empowering women through literacy: Views from experience Charlotte, North Carolina: Information Age Publishing, 2009.

Responding to disclosures of abuse in women’s lives: A guide for teachers of literacy. In A. Nash (Ed.) Through the lens of social justice: Using the Change Agent in adult education Boston: New England Literacy Resource Centre/World Education, 2006.

portraits-of-literacy-across-families-communities-and-schools-intersections-and-tensions

 

Creating change in literacy programs: Taking account of violence. In J. Anderson, M. Kendrick, & T. Rogers Portraits of literacy across families, communities and schools: Intersections and tensions New Jersey: Lawrence Erlbaum Associates, 2005.

 

 

Literacy learning for survivors of trauma: Acting “normal”. In K. McKenna & J. Larkin (Eds.) Violence against women: New Canadian perspectives Toronto: Inanna Publications and Education Inc., 2002.  (Reprinted from Canadian Woman Studies 17(4), 1998)

“Why would they listen to me?” Reflections on learner leadership activities. In B. Burnaby & P. Campbell, (Eds.) Participatory approaches in adult education, Mahwah, New Jersey: Lawrence Erlbaum Associates, 2001.

Rethinking violence and learning: Moving research into practice. (with Susan Heald) In T. J. Sork, V.L Chapman & R. St. Clair (Eds.) AERC 2000, An International Conference.  Proceedings of the 41st Annual Adult Education Research Conference. Vancouver, University of British Columbia, 2000.

“But I’m not a therapist” – The challenge of creating effective literacy learning for survivors of trauma.  In S. Shore, (Ed.)  Australian Council for Adult Literacy 21st National Conference: Literacy on the Line. Conference Proceedings.  Adelaide, University of South Australia, 1998.

Responding to disclosures of abuse in women’s lives.  In Canadian Congress for Learning Opportunities for Women (CCLOW).  Making connections: Literacy and EAL curriculum from a feminist perspective.  Toronto: CCLOW, 1996.

Exploring learning and identity.  In Canadian Congress for Learning Opportunities for Women (CCLOW).  Making connections: Literacy and EAL curriculum from a feminist perspective.  Toronto: CCLOW, 1996.

Literacy and gender.  Study unit for Literacy Practices and Education module, Informal and Community Education BA/BA Hons. program, YMCA George Williams College, England, 1996.

The problem of illiteracy and the promise of literacy.  In M. Hamilton, D. Barton & R. Ivanic (Eds.)  Worlds of literacy.  Clevedon: Multilingual Matters, 1994.

Keynote speech: Voices and visions conference.  Alberta Association for Adult Literacy.Audio Tape.  Edmonton, Alberta: Kennedy Recordings, 1993.

Thinking about women and literacy: Support and challenge.  In Women’s education and empowerment.  Report of the International Seminar held at UNESCO Institute for Education.  Hamburg: UIE, 1993.

Feminism and literacy. (with Garber, N. & Westell, T.) In Women, literacy and action: A handbook.  Ontario Literacy Coalition: Toronto, 1991.

Re-visioning the promise of literacy.  In Adult literacy in Australia: Towards the agenda for the 90s, Australian Council for Adult Literacy.  New South Wales: ACAL, 1990.

Talking about lives: Planning programs for women.  In Literacy 2000, Make the next ten years matter.  Conference Summary, eds. Bossort, Patty et al.  New Westminster: Douglas College, 1990.

From the learners’ voice: Women’s experience of il/literacy.  In J.A. Draper & M.C. Taylor (Eds.),  Adult literacy perspectives.  Toronto: Culture Concepts inc., 1989.

Starting a literacy program: Issues and concerns.  In Rainsberry L., (ed.) Out of the shadows. Toronto: Ontario Education Communications Authority, 1983.

Leave a Reply

Your email address will not be published. Required fields are marked *