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DOCUMENT RESUME AUTHOR Negotiating and Creating Spaces of Power. Women's Educational Practices Amidst Crisis. UIE Studies 7 DOCUMENT RESUME ED 411 426 CE 074 743 AUTHOR Medel-Anonuevo, Carolyn, Ed. TITLE Negotiating and Creating Spaces of Power. Women's Educational Practices amidst Crisis. UIE Studies 7. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Haliburg (Germany). Inst. for Education. ISBN ISBN-92-820-1081-3 PUB DATE 1997-00-00 NOTE 158p. PUB TYPE Opinion Papers (1?()) Reports Descriptive (141) EDRS PRICE MF01/PC07 Plus Polltage. DESCRIPTORS Adult Education; *Adult Learning; Adult Literacy; Citizen Participation; Citizenship; Developing Nations; *Economic Development; *Empowerment; Females; Feminism; Foreign Countries; Individual Power; *Labor Education; Literacy Education; Migrants; Participative Decision Making; Personal Autonomy; Power Structure; Self Actualization; Self Determination; *Social Change; Unions; Vocational Education; *Womens Education ABSTRACT This publication puts together the written contributions of 20 women at an international seminar-workshop on "Promoting the Empowerment of Women through Adult Learning" who shared, reflected, and analyzed the different types of educational opportunities for women provided to women. The presentations are as follows: "Designing the Model: A Process of Empowerment through Adult Education" (Ngarau Tarawa); "Education for Women's Empowerment or Schooling for Women's Suordination?"(Sal.:a Hlupokile Longwa); "Literacy Practices among Adult Women: An Attempt at .1:ritical Conceptualization" (Nelly P. Stromquist); "Participation in Adult Education in Western Countries: The Women's Perspective" (Sofia Valdivielso); "Development, Adult Learning, and Women" (Renuka Mishra); "Workers' Education: Vocational and Technical Training for Women in Vietnam" (Tran Thi Hoa); "Singapore National Trades Union Congress" (Christine Yeh); "Women Workers' Education in Malaysia: A Critical Review" (Chan Lean Heng); "General Outline for the Frame of Gender Training in Political and Trade Union Fields" (Miriam Berlak); "Political Participation and Citizenship in Cambodia" (Nanda Pok); "Women and Political Participation: Challenges from the National Coalition of Nicaraguan Women" (Malena de Montis); "Changing Mrs. Khosa's Reality: The Challenge for Adult Education in South Africa" (Shirley. Walters); "Empowering Grassroots Women for Social Transformation" (Grace Noval); "Challenges for Women Learning from the Standpoint of the Latin American Seminar on Nonformal Education with Women" (Miryan Zuniga E.); "Women's Movement in Latin America and the Caribbean: 'Exercising Global Citizenship'" (Celia Eccher); "The Key Issue of Safety for Empowering Women through Adult Education" (Gillian Marie); "Reflections on Education of Migrant Women" (Caridad Tharan); "'Ministry of Manpower? Man-Power? Mum, Does That Mean Men Are More Powerful than Women?': Sharing Experiences in Gender Training in Education" (Sheila Parvyn Wamahiu); "Women and Adult Learning, Challenges to the Women's Movement" (Varda Muhlbauer); and "Themes, Dreams, and Strategies: Some Reflections on the Chiangmai Seminar" (Joyce Stalker)., A list of contributors is appended. (YLB) e S j o' ,- /144704 14.?14.7 11 -VA 1.1.1 447 I \ U S DEPARTMENT OF EDUCATION Office of Ed Donal Research and Improvement 0 EDUC NAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization b originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy A f PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL IN OTHER THAN PAPER COPY WOMEN'S HAS BEEN GRANTED BY EDUCATIONAL PRACTICES 71-0)74 AMIDST CRISIS TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) coottgNeep tC1 )rolUSritle6 BEST COPY AVAILABLE 1". E C O N O M I C LIBERALIZATION Gc), F o R WARD 2 (P STEPS GO BACKUAEP UIE STUDIES 7 1997 NEGOTIATING AND CREATING SPACES OF POWER .. WOMEN'S EDUCATIONAL PRACTICES AMIDST CRISIS edited by Carolyn Medel-Ationuevo UNESCO Institute for Education, Hamburg The UNESCO Institute for Education, Hamburg, is a legally independent entity, while the programmes of the Institute are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility; UNESCO is not responsible for their contents. The points of view, selection of facts, and opinions expressed are those of the authors and do not necessarily coincide with official positions of the UNESCO Institute for Education, Hamburg. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the UNESCO Secretariat concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory. Cover illustration: Joanne de Leon © UNESCO Institute for Education 1997 FeldbrunnenstraBe 58 P.O. Box 13 10 23 20110 Hamburg, Germany ISBN 92 820 1081 3 Printed by Robert Seemann + Neumann-Reichard-Str. 27-33 Haus 8, I Stock 22041 Hamburg Germany + Tel 040/656-0003 PREFACE Every twelve years, an International Conference on Adult Education is organized under the leadership of UNESCO and in collaboration with other UN and bilateral agencies. The fifth conference to be held in July 1997 in Hamburg ( CONFINTEA V) promises to be distinctly different from earlier conferences because it comes at a time when the boundaries of state, civil society and market relations are constantly being renegotiated and which has meant for many countries, a strong and louder voice for NGOs and people's organizations. Furthermore, since the fourth conference in 1985, several UN Conferences on different issues ranging from literacy, environment, human rights, population, social development and women, have been held, all assigning a critical role to education. The Hamburg conference comes then at a time when the definition of adult education has not only been expanded but also appropriated by all sectors of society and encompassing all areas of life. As one of the preparatory activities for CONFINTEA V, an international seminar-workshop on "Promoting the Empowerment of Women Through Adult Learning" was held in Chiangmai, Thailand from Feb. 24 to 28, 1997. Thirty seven women from twenty four countries shared, reflected and analyzed the different types of educational opportunities for women provided to women for the first three days. On the basis of this collective appraisal, the remaining two days were spent reviewing the Draft Agenda for the Future of Adult Learning (one of the working documents for CONFINTEA V) and formulating alternative statements that would reflect not only women concerns but also incorporate a gender perspective on adult education. This publication puts together the written contributions of twenty women in those first three days and is a reflection of the diversity of contexts,the range of issues addressed as well the varying levels of presentation throughout the workshop. Unfortunately it is not able to capture the richness and complexity of the discussion that emanated from the powerful exposition of the participants. Nonetheless, it is hoped that this publication would contribute to the many other initiatives that seek to introduce a sharper analysis of the relationship between adult education and women's empowerment. We are therefore grateful to the thirty seven women for the valuable time they have shared with us and without their inputs, this publication would not be possible. Through our collaboration with Friedrich Ebert Stiftung (FES) in Thailand, the UNESCO Principal Regional Office for Asia and Pacific (PROAP), the Department of Non-Formal Education (DNFE) of the Ministry of Education of Thailand and the Foundation for Women (FFW) in Thailand, we have been able to surround ourselves with local hosts who made us feel at home in Chiangmai. Special mention should go to Katya Meyer, Preeda Sirisawat and Banchongsiri Ratanapojnard (FES), Usa Duangsaa (NAPAC), Lucille Gregorio and Amporn Ratanavipak (PROAP), Kasama Varavarn and Vachiraporn Amiratanan (DNFE), and Louise Si lz (UIE)for organizing the miscellaneous details prior to and during the seminar-workshop. Bringing together all these women would have been impossible if not for the financial support of the Foreign Office of the German government, the Swiss Development Corporation (SDC), the Ministry of Foreign Affairs of the Dutch government and the Friedrich Ebert Stiftung (1-ES). Finally, this publication is made possible by the painstaking lay-out work of Cendrine Sebastiani of the Publications Section of UIE and the typing assistance of Suzanne Musiol and Betty Train. We also are grateful to Joanne de Leon, our artist for this publication's cover. Carolyn Medel-Anonuevo Research Specialist on Women's Education UNESCO Institute for Education, Hamburg 5 TABLE OF CONTENTS INTRODUCTION 7 DESIGNING THE MODEL - A Process of Empowerment through Adult Education Ngarau Tarawa 11 EDUCATION FOR WOMEN'S EMPOWERMENT OR SCHOOLING FOR WOMEN'S SUBORDINATION Sara Hlupekile Longwe 17 LITERACY PRACTICES AMONG ADULT WOMEN: An Attempt at Critical Conceptualization - Nelly P. Stromquist 25 PARTICIPATION IN ADULT EDUCATION IN WESTERN COUNTRIES: The Women's Perspective - Sofia Valdivielso 33 DEVELOPMENT, ADULT LEARNING AND WOMEN Renuka Mishra 45 WORKERS' EDUCATION: VOCATIONAL AND TECHNICAL TRAINING FOR WOMEN IN VIETNAM - Tran Thi Hoa 61 SINGAPORE NATIONAL
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