Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iB80RhH04566; Tue, 7 Dec 2004 19:27:43 -0500 (EST) Date: Tue, 7 Dec 2004 19:27:43 -0500 (EST) Message-Id: <BDDB8A62.1FB5%cubans@seattleu.edu> Errors-To: listowner@nifl.gov Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: "S. Cuban" <cubans@seattleu.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:3085] RE: Trends and issues X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; Status: O Content-Length: 2918 Lines: 64 Suzanne much of what you say rings true to what I have heard, read, and experienced. I think some of this goes back to the Nation at risk report which connected parenting with school accountability, and effectively tapped into the traditional roles of women as teachers to their children in the home (and there's been some good historical documentation of this). I agree that it seems like it may be at the expense of women's other roles, their available resources, and current demands. Connecting women's labor with their literacy practices is important and should be visible. I'll let you know when we write it up! Any one else have ideas on this topic? Thanks again, Sondra On 12/7/04 1:53 PM, "Suzanne Smythe" <smythemu@interchange.ubc.ca> wrote: > I am not sure if this is the same everywhere, but something I am > experiencing as a mother and researching in a doctoral thesis in Canada is > the increasing pressures on mothers to be 'their child's first educator'. > School reforms are placing increasing burdens of accountability and > responsibility on parents to be 'involved' as teachers in the home and as > fundraisers and volunteers for the school. > > But there are silences surrounding the fact that it is women who do the vast > majority of this work. These expectations create lots of stress when > children have difficulties at school, and even when they don't, as mothers > are often held accountable for their children's successes and failures. > > Much of the parental involvement policies are based on an 'ideal' home where > women's labour is available to the school. In a context where parental > involvement is now considered essential to children's schooling success, > this creates an uneven playing field as different families have different > access to resources (including time). And through all this, there seems to > be more opportunities for women to learn how to support their children's > literacy than to pursue literacy needs and interests of their own. > > Sounds like a great talk-will you be writing it up? > > Many thanks > > Suzanne > > Suzanne Smythe > The Weaving Literacy Training Project/ > Projet Tisser des Liens > 288 East 46th Avenue > Vancouver, BC > V5W 1Z6 > smythemu@interchange.ubc.ca > > -----Original Message----- > From: nifl-womenlit@nifl.gov [mailto:nifl-womenlit@nifl.gov] On Behalf Of S. > Cuban > Sent: Tuesday, December 07, 2004 1:36 PM > To: Multiple recipients of list > Subject: [NIFL-WOMENLIT:3082] Trends and issues > > I am going to be giving a talk with Nelly Stromquist on women and literacy > issues in CA this January and I was wondering if members of the > women-literacy listserv could tell me what they believe to be are the major > social, economic, and political trends and issues affecting women's literacy > education today and in the future? I will attribute your responses in the > talk! THANKS so much! Sondra Cuban >
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