Books
Bad, wrong, stupid, don’t belong: Shifting perspectives on learning. forthcoming
Too scared to learn: Women, violence and education. Toronto: McGilligan Books, 1999/New Jersey: Lawrence Erlbaum Associates, 2000.
“Something in my mind besides the everyday”: Women and literacy. Toronto: Women’s Press, 1990. (Recommended for Laura Jamieson Award, CRIAW)
Manuals/Action Resources
Making the connections. Series of papers published online at the NWT Literacy Council, and Literacy Nova Scotia 2009/2010
- I’m doing everything I can, but I’m not seeing the success I hoped for
- I can’t teach the students who aren’t really there
- I find it hard to teach when some students are disruptive
- If I find out about violence, what should I do?
- I’m too tired: I’m not good at taking care of myself
- I despair: What’s the point of teaching adults when nothing changes
Women, work and learning: The impact of violence. Waterkloof: The South African Qualifications Authority, 2009.
Moving research about violence and learning into practice. (co-authored with full research team) Edmonton: Windsound Learning, 2008.
Violence and learning: Taking action. (Ed. M. Norton) Calgary: Literacy Alberta, 2004.
Take on the challenge: A sourcebook from the women, violence, and adult education project (with E. Morrish and J. Hofer) Boston: World Education, 2002.
Saskatchewan level 2 kit: Drawing the line: Dealing with affective issues in literacy Saskatchewan: Saskatchewan Literacy Network, 2001.
Moving forward: Approaches and activities to support women’s learning (draft) Toronto: Parkdale Project Read, 2000.
Learners’ leadership training project. (with D. Jeffery) Toronto: Metro Toronto Movement for Literacy, 1996.
Metro Toronto Movement for Literacy’s literacy workers’ training course: Building the Movement Curriculum package. Toronto: Ministry of Education, Community and Workplace Literacy Branch and Metro Toronto Movement for Literacy, 1992.
Facilitating literacy: An introductory guide to readings on study circles and group process. (in collaboration with E. Gaber-Katz & K. Zettel) Toronto: Adult Basic Education Unit, Toronto Board of Education, 1990.
Exploring community-based literacy research. Toronto: Community and Workplace Literacy Unit, Ministry of Education, 1990. (collection of articles with introductions)
Lifeline to literacy: People with disabilities speak out. (Project coordinator and writer, author TVOntario) Toronto: Ontario Education Communications Authority, 1989.
The women’s kit (written and compiled as part of a team). Toronto: Participatory Research Group, 1987.
Handbook for literacy workers (co-written with C.R. & E.C. Hulett). Bo, Sierra Leone: C.C. Literature Bureau, 1980.
Oral English course (test copy). Bo, Sierra Leone: U.C.C. Literature Bureau, 1980.
Discussion Papers
I want to be free: Older women’s right to live independently with dignity. Toronto: Springtide Resources, 2006. Also on line at: Springtide Resources
The challenge to create safe learning environments for youth. Toronto: Parkdale Project Read, 2004.
Creating change in literacy programs: Talking about taking account of violence published on website www.jennyhorsman.com, 2001. (ERIC Document 461 077)
A framework to encourage and support practitioner involvement in adult literacy research in practice in Canada. (with Dr. Mary Norton) Ottawa: National Literacy Secretariat, February 1999.
Exploring directions for research and critical reflection on practice: The Australian example. Ottawa: National Literacy Secretariat, January 1999.
But I’m not a therapist: Furthering discussion about literacy work with survivors of trauma. Toronto: CCLOW, 1997. (ERIC Document 461 078)
Chapters in Books, Conference proceedings and Research Reports
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.
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.
Marginalized women and apprenticeship training: investigating a high-support model. with G. Quartaro, J Kaur Bajwa, A. Willats, M. Bonisteel. Toronto: George Brown College, 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.
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.
Articles in Journals
Learning and violence: Changing the frame. In Fine Print, VALBEC: Melbourne.2018 Vol: 41 #2
Who will hear? Who will see? The impact of violence on learning: A historical journey. Canadian Woman Studies/les cahiers de la femme. Ending Woman Abuse, Vol. 25 No. 1. 2006
Moving Beyond “Stupid”: Taking Account of the Impact of Violence on Women’s Learning The International Journal of Educational Development, Gender Equality in Adult Education, Vol. 26, Issue 2, 2005.
“But Is It Education?” The Challenge of Creating Effective Learning for Survivors of Trauma. Women’s Studies Quarterly, XXXII(1&2), 2004.
‘But I’m not a therapist’: Furthering discussion about literacy work with survivors of trauma. Literacy and Numeracy Studies 9(1), 1999.
Literacy learning for survivors of trauma: Acting “normal.” Canadian Woman Studies 17(4), 1998.
“But I’m not a therapist”: Literacy work with survivors of abuse. Research project on women, violence and literacy learning. Feminist Literacy Workers’ Journal. 1(1) March 1997.
Violence and illiteracy in women’s lives: Proposal for research and practice. International Journal of Canadian Studies. 11, Spring, 1995.
Working on memories of abuse…. Australian Journal of Adult and Community Education, 34(1), 1994.
Discourses of il/literacy: A literature review. Canadian Woman Studies, 9(3 & 4), 1988.
Reprinted in Women in Education, Saskatchewan Teachers’ Federation, January – February 1989 and in Educational Links, 39, Australia, 1991.
Is it her voice if she speaks their words? (with E. Gaber-Katz). Canadian Woman Studies, 9(3 & 4), 1988. Reprinted in Canadian Woman Studies, 11(3), 1991.
The Social dimension of literacy. Canadian Woman Studies, 9(3 & 4), 1988.
Selected Articles in Newsletters
The elephant in the classroom: Addressing the impact of violence. Write On! Magazine Winter 2013
The challenge to see: Questioning assumptions. Literacy on the Move, Ontario Literacy Coalition, December 2002.
Competing needs: Is this part of family literacy? Literacy on the Move, Ontario Literacy Coalition, August 2002.
Feeding our whole selves in the literacy classroom. The Change Agent: Adult Education for Social Justice: News, Issues & Ideas, New England, Issue 14, March 2002 (Reprinted 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.
Exploring violence and trauma. Groundwork 19(3), British Columbia, Fall 1998.
But is she a serious student?: Literacy work with survivors of trauma. Converse, 2, Network of Women in Further Education, Australia, 1998.
Research in Practice: Crucial questions. In Literacy Works, 9(3), Saskatchewan, 1998.
Where do we need to go with literacy for women? Feminist Literacy Workers’ Network Newsletter, April 1996.
It must be my fault. In Twelve Pages: The Newsletter of Adult and Continuing Education, 4(3), The City University of New York, Fall 1995.