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Take on the Challenge. INSTITUTION World Education, Inc., Boston, MA DOCUMENT RESUME ED 481 355 CE 085 567 AUTHOR Morrish, Elizabeth; Horsman, Jenny; Hofer, Judy TITLE Take on the Challenge. INSTITUTION World Education, Inc., Boston, MA. PUB DATE 2002-00-00 NOTE 200p.; Supported by the Office of Elementary and Secondary Education, Women's Educational Equity Act Program. AVAILABLE FROM World Education, Inc., 44 Farnsworth Street, Boston, MA 02210 ($15) .Tel: 617-482-9485; Fax: 617-482-0617; e-mail: [email protected]; Web site: http://www.worlded.org/. For full text: http://www.worlded.org/docs/TakeOnTheChallenge.pdf. PUB TYPE Guides Non-Classroom (055) EDRS PRICE EDRS Price MF01/PC09 Plus Postage. DESCRIPTORS *Access to Education; Adult Basic Education; Adult Educators; Adult Literacy; Art Education; Art Expression; Creativity; Curriculum Development; *Educational Environment; *Educational Practices; *Empowerment; Equal Opportunities (Jobs); Guidelines; Learning Activities; Resource Materials; Self Concept; Teacher Role; Teacher Student Relationship; *Violence; *Womens Education IDENTIFIERS Study Circles ABSTRACT This document is a sourcebook of ideas and materials for adult basic education teachers and others who want to design programming allowing women who have experienced the impact of violence to learn successfully. The sourcebook consists of three chapters that all contain an introduction, tools for programs, and examples from programs. The topics examined in the three chapters are as follows:(1) taking on the challenge of helping women who have felt the impacts of violence (reasons for addressing . violence;.exploring the complexities of violence; recognizing violence's impacts on learning);(2) building a web of support for learners who have been impacted by violence (building program support; building community support; practicing self-care); and (3) reforming programming (acknowledging violence; creating conditions for learhing; changing the curriculum) .The following resource materials are included:(1) the article "But I'm Not a Therapist: The Challenge of Creating Effective Literacy Learning for Survivors of Trauma" (Jenny Horsman, Sue Shore); (2)a step-by-step description of the collage process;(3) materials about and from a playwriting project in a native language literacy group;(4) examples of poems used by programs;(5) sample materials on violence in public space; and (5) bibliographies listing a total of 121 references. The reference lists in Chapters 1 through 3 contain a total of 15 references. (MN) Reproductions supplied by EDRS are the best that can be made from the original document. Takeonthe Challenge U.S. DEPARTMENT OF EDUCATION Office of Educational Research and lmprovwnent EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) WIIbis document has been reproduced as received from the person or organization originating it. 0 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. gl W NEP 116a16 Written, edited, and compiled by Elizabeth Morrish, Jenny Horsman, and Judy Hofer. Funded by the U.S. Department of Education, Women's Educational Equity Act (WEEA) Program. World Education, Inc., Boston, MA BEST COPY AVAILABLE Copyright 2002 Material from this publication may be reprinted for educational purposes. Please obtain permission to use in any form or by any means for other purposes. Design and Layout: Marie Horchler Cover Art: Marie Horchler For additional copies of this book please contact World Education Literacy Division. Reprinted with Permission: Angel Cards © 1981 Drake and Tyler. (Produced by Narada Productions 4650 N. Fort Washington Rd. Milwaukee, WI 53212.) Kabir: Mystic Philosopher: 1398-1518. [online] Available from World Wide Web: <http://www.cs.colostate.edu/malaiya/kabir.html>. Harding, Sophie. (Ed.) "You ask me..." First appeared in: Our Words, Our Revolutions: Di/Verse Voices of Black Women, First Nations Women, and Women of Colour in Canada. Toronto, Ontario: lnanna Publications and Education, 2000. Allen, Lillian. "Sister Hold On." Women Do This Every Day. Toronto, Ontario: Women's Press, 1993. Didzena, Rudy. "Each One of Us." Each One of Us: A Collection of Writings and Art Work. Edmonton, Alberta: Edmonton John Howard Society Literacy Publications, 1997. Francisco, Patricia. "The Respite and Danger of an Urban Park." Telling: A Memoir of Rape and Recovery. New York: Cliff Street Books, 1999. Horacek, Judy. Cartoons. Life On The Edge. North Melbourne, Australia: Spinifex Press, 1992 Hollander, Nicole. Cartoon. This Woman Must be on Drugs. St. Martin's Press, 1981 (by permission of the artist) Yeo, Marg. "Lesbian Strength." Getting Wise. Charlottetown: Gynergy Books, 1990. "A Cautionary Tale or Aren't you glad that you know Wen-Do?" From the album The Fishing Is Free by Jane Field. Hedgehog Songs. (Jane Field, 39 Parliament St., #514 Toronto, Ontario M5A 4R2. E-mail: [email protected].) This material was developed with funding from the US Department of Education, Office of Elementary and Secondary Education through the Women's Educational Equity Act Program, grant CFDA 84.083A. However, the opinions expressed herein do not necessarily represent the position or policy of the U.S. Department of Education, and no official endorsement should be inferred. Discrimination Prohibited: No person in the United States shall, on the grounds of race, color, national origin, sex, disability, or age, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance, or be so treated on the basis of sex under most educational programs or activities receiving Federal assistance. For all the adult basic education students, teachers, administrators, and staff who face the issues of the impact of violence on learning daily and continue to work for social change and equality. 4 From left to right, back to front: Tammy Stockman, Katy Chaffee, (behind) Janet Smith, Janice Armstrong, Kimberly McCaughey, Nancy Fritz, Gloria Caprio, Margie Parsons, Michele Rajotte, Caye Caplan, Char Cover, Bernice Morris, Maria Salgado, Elizabeth Morrish, Anna Yangco, Ruthie Ackerman, Jenny Horsman Not Shown: Judy Hofer, Leslie Ridgway BESTCOPY AVAILABLE Contents Acknowledgements i Preface Chapter One: Take on the Challenge 1 Introduction 3 Why Take on the Challenge 4 Crossing the Line 6 Understanding Violence 8 Exploring the Complexities 8 Recognizing the Impacts of Violence on Learning 14 References 19 Tools for Programs: Reflect and Take Action 20 Taking First Steps 20 ACT/VITY: Mapping the Evidence: Impacts of Violence on Learning (Individual) ACTIVITY: Mapping the Evidence: Impacts of Violence on Learning (Group) HANDOUT: Assumptions about Violence HANDOUT: Too Scared to Learn: Impacts of Violence on Learning HANDOUT: Indigenous Teaching Examples from Programs 28 Program Descriptions 28 Their First Steps 35 Chapter Two: Build a Web of Support 43 Introduction 45 Build Program Support 46 Claim Legitimacy 46 Participate in Professional Development with Colleagues 48 Gain the Support of Administrators 51 Recruit a Therapist to Support Staff 52 Build Community Support 54 Draw in Resources 55 Be a Resource 56 Form a Study Group 57 Extend the Web 58 Take Care of Your Self 59 References 62 Tools for Programs: Reflect and Take Action 63 Building Supports 63 ACTIVITY: Mapping a Community of Supports ACTIVITY: Assessing Self-Care HANDOUT: Bringing the Whole Person to Learning Examples from Programs 70 Study Circle 70 Support Group 73 Chapter Three: Reform Programming 75 Introduction 77 Acknowledge Violence 77 Create the Conditions for Learning 82 Trust and Safety 82 Beauty, Inspiration, and Nourishment 85 Silence, Talk, Music 87 A Sense of Ownership and Space for Reflection 89 Change Curriculum 91 Writing 92 Meditation and Movement 92 Creative Arts 93 Support and Empowerment 94 Issues of Violence 95 References 96 Tools for Programs: Reflect and Take Action 97 Making Programming Choices 97 ACTIVITY: Prayer Flags ACTIVITY: Creating Collages HANDOUT: Taking Up the Impact of Violence in Literacy Examples from Programs 104 Program Groups 104 Next Steps 141 Resources 143 "But I'm Not a Therapist" 145 A Step by Step Description of the Collage Process 152 Tengo flores hoy 155 Examples of Poems Used by Programs 166 Sample Materials on "Violence in Public Space" 171 Bibliographies 185 Acknowledgements We would like to thank all the people who have contributed to making this book possible. The educators, who, alongside their students, chose to trust the process and transform the Women,Violence, and Adult Education project from an idea on paper to work in their classrooms and communities: Janice Armstrong, Gloria Caprio, Char Caver, Katy Chaffee, Nancy Fritz, Kim McCaughey, Bernice Morris, Michele Rajotte, Leslie Ridgway, Maria Salgado, Janet Smith, Tammy Stockman, and Anna Yangco. These women's work was the basis of this Source Book.We also thank the educators who continued this work: Barbara Baker, Michelle Brown, Susanne Campagna, Mimi Dunn, Donna Heim, Susan Hershey, Amy Leos-Urbel, Sheila McCarthy, Jeanne North, Isolda Ortega-Bustameinte, Molly Pitkin,Virginia Powers,Yolanda Robles, Linda Schubert, Cynthia Shawn, Mary Stanley, Shelly Taylor, Selenia Vazquez, and Carole Whitcher. The colleagues who helped develop our understanding by contributing to the workshops: Margie Parsons, whose generosity enabled us to have her participate in workshops as our trauma counselor; three of the
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