end of-semester fieldwork sharing darlene caramanzana and cindy cruz-cabrera march 2013 presentation
DESCRIPTION
Cindy Cruz-Cabrera and Darlene Caramanzana worked with the Center of Women's Resources, a non-profit organization that conducts research and training for women, particularly grassroots women, as their fieldwork at the Department of Women and Development Studies at the University of the Philippines College of Social Work and Community Development. This presentation covered the second half of their fieldwork for the second semester AY2012-2013 - including their findings for the research on violence against women for Darlene,and the literacy and numeracy program for grassroots women for Cindy.TRANSCRIPT
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END-OF-SEMESTER FIELDWORK SHARING
Darlene Marquez-Caramanzana WD280Cindy Cruz WD 281
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Fieldwork Placement
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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
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CWR Programs and Services
Education and Training
Research and Data BankAdvocacy and Publication
In the service of Grassroots Women
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CWR Activities2nd Semester 2012-2013
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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
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Move to Mob:One Billion Rising – Tomas Morato
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ULAT LILA
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Saving Tubbataha
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DZUP – LITNUM Women
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International Women’s Day
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Voters Education / VAWC Orientation Sessions
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Photo Credits
Center for Women’s Resources
AWE CWR
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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
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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
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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
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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
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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)
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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
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Total Number of Hours rendered as of March 17, 2013
314 hours
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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
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LITERACY AND NUMERACY AS A TOOL FOR THE
EMPOWERMENT OF WOMEN
Review of Related LiteratureLiteracy and Numeracy Training Program
LITNUM Manuals
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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
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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
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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
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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.
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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.
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LITNUM Women in my Class
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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”
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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
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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
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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)
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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.
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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.
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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
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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
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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.