END-OF-SEMESTER FIELDWORK SHARING

Darlene Marquez-Caramanzana WD280Cindy Cruz WD 281

Fieldwork Placement

Empowers women through education work, part of which is production of modules for women.

Produces modules on Women’s Orientation.

Helps in the consolidation of data and experiences of women in the context of an intensifying repression.

Summary Recap: CWR

CWR Programs and Services

Education and Training

Research and Data BankAdvocacy and Publication

In the service of Grassroots Women

CWR Activities2nd Semester 2012-2013

Participation in CWR ActivitiesObjective: To participate in Other CWR activities

and reflect on the contributions and processes of a women’s non-government institution in advocacy and movement building such as:

1. CWR Anniversary Celebration

2. VAW Campaign

3. Move to Mob/One Billion Rising – February 14, 2013

4. Ulat Lila (Fact Sheet) – January – February 2013

5. International Women’s Day

6. Voters’ Education – January to February

7. Orientation on CWR/Education sessions/Meetings

Move to Mob:One Billion Rising – Tomas Morato

ULAT LILA

Saving Tubbataha

DZUP – LITNUM Women

International Women’s Day

Voters Education / VAWC Orientation Sessions

Photo Credits

Center for Women’s Resources

AWE CWR

WD 280 – FIP I Work Plan

Darlene Marquez-Caramanzana

PART I: Objectives of the Field Instruction Program with CWR

PART II: Participation in CWR Activities PART III: Other Output PART IV: Status of Objectives, Activities and

Deliverables

WD 281 – FIP II Work Plan

Cindy Cruz

PART I: Objectives of the Field Instruction Program with CWR and Output

PART II: Status of Activities with the CWR PART III: Review of Related Literature on Literacy

and Numeracy as Tools of Empowerment for Women

PART IV: Insights PART V: Initial Recommendations

Principal Objectives

To develop critical analyses of the situation of women and men

To implement interventions; and To develop specialized skills in

organizational and program management and other aspects of development work

Specific Objectives1. To write a Review of Related Literature on

Literacy and Numeracy Training as a Method of Empowering Grassroots Women

2. To evaluate CWR’s existing Literacy and Numeracy or LITNUM modules – achievement of objectives and revisions on exercises and activities

Materials: Assessing existing LITNUM modules Experience: Conducting separate FGDs with

former LITNUM participants and LITNUM parateachers

Specific Objectives

3. To conduct a Literacy and Numeracy training program (LITNUM) for urban poor women, formerly teenage mothers (Module 3)

4. To create a draft of a continuation module (Module 4)

5. To make recommendations for the future conduct of the program and the development of current and future training modules (Modules 5 and 6)

Deliverables

Review of Related Literature on Literacy and Numeracy Training as a Method of Empowering Grassroots Women

Evaluation Paper on LITNUM Modules 1,2 and 3

Draft of LITNUM Module 4 Recommendations for Future Training and

Module Development Reflections

Total Number of Hours rendered as of March 17, 2013

314 hours

Status of Activities with the CWR:

What Has Been Achieved So Far?Activity Participation Move to Mob / One

Billion Rising ULAT LILA

Forum On Tubbataha Voters Education – FI Journal)

February 14 Tomas Morato Campaign

Fact Sheet on Migrant Women Workers

Emcee Attended and

documented (photos) Attended Sampler and

Orientation Writing reflections

LITERACY AND NUMERACY AS A TOOL FOR THE

EMPOWERMENT OF WOMEN

Review of Related LiteratureLiteracy and Numeracy Training Program

LITNUM Manuals

Evolution in Conceptions of Literacy Literacy as a static / an absolute state,

made up of autonomous skills Literacy as a process Literacy as socially located Local literacies / multiple literacies

What kind of literacy? What is functional?

Literacy plans and programs: top-down vs. bottom up

A literacy program as being borne of relevance, timing, demand

Development of Literacy

Literacy – pre-packaged as perceived by the planner

Literacy – reading, speaking and writing – are interconnected parts of a learning process and of social transformation.

Literacy as freedom Literacy as a continuum Critical literacy / participatory approach to

literacy education

Whole Language Philosophy Emotionally-safe environment that encourages

creative risk-taking Mistakes viewed as an important part of

learning Credit given for “logical mistakes” along with

the distinction between the mistake and the correct answer

Teacher as a facilitator of a transactional classroom - “We learn from each other.”

Value given to interests and expertises of the learner as contexts for relevance and springboards for motivation in learning.

Teach to render yourself dispensable

Literacy and Numeracy as a Tool for Empowerment of Women

When a LITNUM program is guided by the more progressive definitions of literacy and conducted within the framework of the whole language philosophy, it becomes a tool for empowerment of women because:

Women’s subjectivities, contexts and particular situations are valued in the conduct and creation of the program.

The program is fully participatory, with conceptions of classroom power redefined and classroom power redistributed.

Literacy and Numeracy as a Tool for Empowerment of Women

The conduct of the class is an exercise of and training for social justice in the questioning power dynamics during discussions of texts, stories, news, and real-life situations.

Each woman feels the direct benefits and impacts as a learner because her felt needs are understood, acted upon and met.

They gain control over everyday tasks and struggles, as well as anticipate control over future tasks and options.

They begin to view happiness and fulfilment as an entitlement.

LITNUM Women in my Class

LITNUM Class Grassroots women from urban poor

communities Former teenage mothers, with school-age to

teenage children Organized – Gabriela / SAMAKANA Interests: reading, writing, spelling in Filipino

and English; Mathematics Feudal regard for the teacher Very low sense of self-worth as literate and

productive individuals Principles vs. practice in views of “kababaihan”

Emergent Literacy Needs - Dialogues

LITERACY

EDUCATION

Helping their children with homework

Their own continuing education

EMPLOYMENT

Getting a promotion

Use knowledge in own small business

MEDIA

Understand the news better

Open Facebook and email accounts

SOCIAL OPPORTUNITIES

Can answer in English

Can share learnings

LAW

Reading about rights

Signing contracts

Use of relevant documents

FUTURE PLANS

Suddenly open to options

New plans given new knowledge

Strategies for a Whole Language / Feminist Classroom

Decisions informed by my background in Education AND Women and Development (fusion of Literacy Worker and Development Worker)

Titles / Names Seating arrangement Scheduling Learners and their agenda – teacher as

facilitator and extender/enabler of their agenda Curriculum design – consultative and

participatory

Strategies for a Whole Language / Feminist Classroom

Learners are part of the decision-making process.

As the teacher, I propose, explain, and negotiate the terms of enabling their agenda (learning tasks and activities to meet their needs) with them.

We discuss efforts and possible projects for their continuous learning.

(Currently brainstorming: Mobile Library)

Feedback Marami akong natututunan, kahit natigil

ang aking pag-aaral. Natutulungan ko ang mga anak ko sa

homework nila. Gusto rin nila akong tulungan sa homework ko.

Wala pala sa edad ang pag-aaral. Nagagamit ko sa trabaho ang natututunan

ko. Hindi na ako mahihiya pag English

speaking kausap ko kasi masasagot ko siya.

Feedback Ang feeling namin ay close kami sa inyo,

dahil nakakaupo at nakakatawa tayo ng ganitong nakapalibot lang sa mesa habang nag-aaral.

Hindi kami nahihiyang magkamali, okay lang manghula.

Mayroong mga gustong sumali noong kinuwento namin ang aming karanasan.

Kailangang i-share ang natutunan. Pwede rin pala kami magturo at magshare sa iba.

Kailangan ayusin ang pamamalakad at pag-ikot ng library para maraming makinabang.

Challenges Attendance of class members

Walang pamasahe Masama pakiramdam / masakit ang ulo

Attendance of those who want to join Kasabay ng trabaho / labada Di maiwan ang mga responsibilidad sa

pamilya

Continuity Continuous adjustment of curricula,

development of lessons, change in plans and worksheets

LITNUM Program Deliverables

Evaluate LITNUM Modules 1, 2 and 3 Conduct a LITNUM Training Program with

a group of women from communities Evaluate Module 3 by testing it on the

group Create LITNUM Module 4 based on the

current LITNUM Training Program Make recommendations for future

LITNUM Modules

LITNUM Class vis-a-vis LITNUM Module The expected level of the class does not

qualify as an exact match for LITNUM Module 3, contrary to what the parateachers anticipated during the initial meeting.

The group of women had particular levels of capabilities, interests, needs and expectations for study which necessitated planning specifically for them.

There had been constant difficulty locating and scheduling meetings with former LITNUM participants for FGDs linked to the evaluation of Modules 2 and 3.

LITNUM Modules: Initial ReviewThe manuals were very impressive for the

following reasons: The CWR used community knowledge and

expertise in the development of materials and choice of strategies for learning.

They drew from the learners’ social contexts and experiences to devise lessons that espoused social consciousness and justice

The LITNUM manuals were developed within the social contexts of the learners and addressed perceived and expressed needs.

Initial RecommendationsTechnical, procedural and logistic

(content is superb) Learners’ textbook / workbook / collection

of worksheets + accompanying teachers’ manual

Integrated lesson plan Provides for the fleshing out of general and

specific objectives, matching these with activities to concretely achieve expected learning outcomes within target timetables

Provides the planning of the continuing study of related, corollary and/or extension topics

Record-keeping for Parateachers

Initial Recommendations Future LITNUM Manuals: documentation

of decision-making process and rationales diversity of groups and learners’ interests, needs,

capabilities, priorities, social contexts

LITNUM Workshops for Parateachers The future establishment of a

comprehensive LITNUM Program / Further Education umbrella may facilitate the assignment of Education practicum students to teach the classes.

Working with the CWR

The principles and ethics of their service to grassroots women are deeply embedded in their conduct of the organization and of themselves.

On the principles of serving grassroots women: They live as they serve, and they extended the practice of these feminist principles to us fieldworkers.

Consultation was true, not token.

Working with the CWR I enjoyed the full benefits of working with a

hierarchical organization with a flat organization’s behavior and regard. Consultation Confidence, trust Consideration given to one’s specific situation

I had many opportunities to observe their steadfast commitment to stewardship over social justice, vigilance for the oppression of women, and the calls to action in taking research to the grassroots.

References Barton, David and Mary Hamilton. Local Literacies: Reading and

Writing in One Community. London: Routledge, 1998.

Ducksworth, Vicky and Jonathan Timmons. Contemporary Issues in Lifelong Learning. Berkshire: Open University Press, 2010.

Fordham, Paul; Holland, Deryn; and Juliet Micillan. Adult Literacy. Oxford: Oxfam, 1995.

Gravells, Ann. Principles and Practices of Assessment in the Lifelong Learning Sector, Second Edition. Execter: Learning Matters Ltd., 2011.

Herrington, Margaret and Alex Kendall (editors). Insights from research and practice: A handbook for literacy, numeracy, and ESOL practitioners. Leicester: National Institute of Adult Continuing Education, (NIACE), 2005.

Hughes, Nora and Irene Schwab. Teaching Adult Literacy: Principles and Practice. Berkshire: Open University Press, 2010.

Jarvis, Peter. Globalisation, Lifelong Learning and the Learning Society: Sociological Perspectives. Abingdon: Routledge, 2007.

References Knowles, Malcolm; Holton, Edward III; and Richard Swanson. The

Adult Learner: The Definitive Classic in Adult Education and the Human Resource Development. San Diego: Elsevier, 2005.

Medel-Anonuevo, Carolyn. Women Reading the World: Policies and Practices of Literacy in Asia. Hamburg: UNESCO Institute for Education, 1996.

Rogers, Rebecca and Mary Ann Kramer. Adult Education Teachers: Designing Critical Literacy Practices. New York: Lawrence Erlbaum Associates, 2008.

UNESCO Literacy and Non-formal Education Division of Basic Education. Literacy as Freedom: A UNESCO Roundtable. Paris: United Nations Educational, Scientific and Cultural Organization, 2003.

UNESCO. “Understandings of Literacy”. Education for All Monitoring Report 2006. httpwww.unesco.orgeducationGMR2006fullchapt6_eng.pdf

Viens, Julie and Silja Kallenbach. Multiple Intelligences and Adult Literacy: A Sourceboook for Practitioners. New York: Teacher’s College Press, 2004.