This report summarizes the proceedings of a day-long conference for adult literacy practitioners in Toronto. The conference addressed the many ways in which education can become more inclusive of adult learners. During the seven different workshops, participants explored questions of "voice." Common concerns included the following: (1) many people are denied choices and chances in education because of their culture, language, race, gender, physical disability, or economic class; (2) adult literacy, basic education, English-as-a-Second-Language, and mother tongue literacy classes are forced to operate with inadequate resources, support, and funding; and (3) adult learners must be actively consulted when programs are developed for them, in order to ensure that programs are meeting the needs of the literacy learners. The report covers the seven workshop themes: empowering language; addressing sexism; integrating adults with disabilities; furthering cross-cultural communication; understanding illiteracy and poverty; challenging racism; and advocating mother tongue instruction. Accounts of the morning and afternoon sessions are followed by an excerpt from an essay titled "Musing with Mothertongue." A summary of the evaluations and 15 references can be found at the end of the report. (KC)