Working from a feminist/critical cultural studies perspective, which perceives culture and society as imbued with political tensions, I pose two central questions in this article. First, how can community-based, consumer activism be understood as a strategy adopted by marginalised groups to assert rights claims? I focus on British women's…

The paper focuses on women employment in rural areas and its impacts in food security. The presentation includes data on rural women employment and its different labour strategies: temporary work, non agriculture rural employment and permanent rural employment. Poverty alleviation and its impact on families as well as implications in the economic…

The note discusses some key issues pertaining to gender, literacy and women's empowerment in India. It uses disaggregated data to illustrate the persisting gender disparities with regard to literacy and points out that despite this there is a lack of real political will to address issues of adult literacy. It further draws on data from the…

This paper focuses on adult education and information and communication technologies (ICT) training to fisherwomen of Siluvaipatti fishing village in Tuticorin district of Tamil Nadu State, southeastern India. The total families in this village are 209 with population 899 (Male: 442; Female: 457). The education level is generally good in…

Decries the contradictions of a corporate state that benefits from poverty and promotes "family values" while devaluing the life-affirming child-rearing work done in private. Argues that life-affirming perspectives should guide adult educators to unlearn "bottom-line" thinking in their educational efforts. (SK)

Although civil society is promoted as an alternative to the global marketplace, feminist critiques identify the failure of civil society discourse to address women's experiences. An inclusive civil society should reflect issues and concerns of both the homeplace and the workplace as they affect each person's life. (SK)

Within Ethiopia's overall development strategy, the Integrated Women's Empowerment Programme (IWEP) aims to develop, test and implement a comprehensive nationwide approach to empower women and their households in selected areas of all regions/national states of Ethiopia. The programme provides functional literacy education and livelihood skills…

This poem addresses women's resistance to oppression and exploitation and the need for education and social movements to improve the lives of women. (SK)

Women make up over 75% of the Australian adult community education sector, a fact largely ignored by the literature. Interlocking effects of gender, race, and class limit people's options, and adult educators are responsible for monitoring their programs to ensure they do not perpetuate these limits. (Author/JOW)

Critiques the panel topic, policy advocacy for the right to learn of all women and men, from the standpoint that women and men have different political and social positions and advocacy may be aimed at institutions with a vested interest in continuing oppression. Argues that women must unlearn their indoctrination into a subordinate place and…

The Romani community has traditionally been excluded from many spaces of participation, in many cases within the labour market and education. In this article, the authors analyse the situation of the Romani community, focusing especially on the reality of Romi who have been the catalysts of profound change for themselves as women and their…

Argues that adult educators should promote "feminine" values and devalue power, domination, consumerism, aggression, and violence. Suggests that conventional ways of thinking about development and literacy education perpetuate an unjust status quo. (SK)

The history of particpatory research, especially as practiced in Africa, is characterized by exclusion of women's perspectives and dominance by university-based processionals. This has limited its impact as a social action process aimed at empowerment. (SK)

Roles for adult education in environmental action include (1) using environmental issues as topics in literacy classes; (2) incorporating environmental action in education for peace and human rights; and (3) forming new social gender relationships through the leadership of women in the environmental movement. (SK)