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Women as Learners By Elisabeth Hayes

Women as Learners
by Elisabeth Hayes

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This work is an examination of women's learning from a feminist perspective. While theories of learning assume the experience is universal to all learners, authors Hayes and Flannery reveal that the process can be very different for women, both in terms of how they learn and what they learn.
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Women as Learners Summary

Women as Learners: The Significance of Gender in Adult Learning by Elisabeth Hayes

Shifting standards and roles for women--combined with many economic and social factors--have increased the number of women who participate in adult learning activities. Yet most literature on adult learning barely touches on the subject of women's learning. This limited understanding of how women learn is too often reflected in the practice of adult education. Here, at last, is a volume that explores and analyzes learning as a distinctive experience for women. The authors are all established adult education professionals and recognized authorities on women as adult learners. Together, they examine and compare the importance of such factors as sense of identity, self-esteem, social world, and power in what and how women learn. Drawing from a comprehensive review of research and scholarship, as well as from personal stories, Women as Learners reveals the numerous ways in which women experience the learning process. It explains, for example, how women often become personally connected to the object and process of learning. The authors explore these different experiences to show education and training professionals how they can better design and conduct programs for women. They also offer specific recommendations to improve all types of formal and informal adult educational programs, including literacy education, counseling and support groups, workplace training, and professional development activities. Concise yet comprehensive, this long-awaited book provides the most current principles for practice.

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Women as Learners Reviews

"This thorough and up-to-date exploration of women's learning is a much needed addition to the field of adult education. The authors' refreshingly engaging style renders complex theoretical material accessible to scholars and practitioners alike. While theories and research on women's learning are situated in the broader context of adult learning, the authors never lose sight of what it all means for the teaching/learning transaction." - Sharan B. Merriam, Department of Adult Education, The University of Georgia

"Resisting the argument that 'good teaching is good teaching and learning is learning, so why should women learners be singled out for special attention, ' five feminist educators offer us an alternative perspective in this bold and scholarly new book, Women as Learners. They build an impressive case for why women's experiences of education should receive the attention of educators, developmental psychologists, social theoreticians, and policymakers. In the process of making their case, the authors challenge many of the assumptions that underlie popular gender-blind adult learning theories. They demonstrate how often social context, culture, and the politics of power are ignored in educational theory and practice to the detriment of women learners. They delve into personal narratives to 'give voice' to the fears, aspirations, rebellions, and transformations that accompany women's educational journey. And the authors ask, 'What might we do differently to re-vision our commitment to women learners?' In an era in which women constitute the majority in higher education, we sorely need a comprehensive map such as Women as Learners to broaden our horizons. I applaud this book!"- Nancy Goldberger, psychology faculty member, The Fielding Institute, and coauthor of Women's Ways of Knowing

"The authors of this work present us with a great addition to the literature on women and education. Finally, someone has looked at adult women's learning in school, work, the home, and community. Women as Learners is a gift because it probes the influence of gender on learning by considering culture, context, and power." - Bernice Resnick Sandler, senior scholar, National Associatio for Women in Education

"The strength of this book lies in the use of the research on women's learning and development to engage readers who are unfamiliar with or new to adult education..." (Journal of College Student Development; 10/1/2004; Vol. 45, No.5)

About Elisabeth Hayes

ELISABETH HAYES is professor of Curriculum & Instruction at the University of Wisconsin-Madison. DANIELE D. FLANNERY is assistant professor of Adult Education at The Pennsylvania State University-Harrisburg.

Table of Contents

1. Women's Learning: A Kaleidoscope. 2. Contexts of Women's Learning. 3. Women's Self and Learning. 4. Talk, Identity, & Power: Voice and Silence in Women's Learning. 5. Women's Knowing and Learning. 6. Transformative Learning in the Lives of Women, Ann Brooks. 7. Feminist Pedagogy in Three Movements: Stories from the Field, Elizabeth J. Tisdell. 8. Re-Searching for Women's Learning. 9. Re-Vision Learning Opportunities for Women, Jane M. Hugo. 10. Creating Knowledge about Women Learners.

Additional information

Women as Learners: The Significance of Gender in Adult Learning by Elisabeth Hayes
Elisabeth Hayes
The Jossey-Bass higher & adult education series
Used - Very Good
John Wiley & Sons Inc
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
This is a used book - there is no escaping the fact it has been read by someone else and it will show signs of wear and previous use. Overall we expect it to be in very good condition, but if you are not entirely satisfied please get in touch with us.