Literacy as Gendered Discourse

Engaging the Voices of Women in Global Societies

Edited by:
Daphne W. Ntiri, Wayne State University

A volume in the series: Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning. Editor(s): Kathleen P. King, University of Central Florida.

Published 2015

This volume continues IAP’s dedication to the diverse field of international adult learning in the tradition of those books related to the We Learn and AAHE conferences. It is an edited and refereed collection and part of the larger body of scholarly publications associated with professional organizations such as AAACE, MAACE, We Learn, Women Studies Association, African Studies Association, Gender Studies Association and Global Studies network.

Literacy as gendered discourse is important because it fills a unique niche in the canon of studies that investigate the challenges and prevailing norms associated with women and literacy studies, adult learning and development. It also offers a current volume for scholars and practitioners based on both research and practice-based research. This collection is appropriate for a wide variety of professors, researchers, practitioners, and students in the field of adult literacy studies, women/gender and development studies.

In order to create this valuable contribution to the literacy and women’s studies literature, international scholars have contributed their research in which they study and explore the lives of women in various countries. Their work establishes findings that help to illuminate and analyze the different manifestations of women’s global experiences through the unique lens of local respondents or through their own lens as academic researchers. In these ways the results provide powerful insight and useful lessons applicable to the fields of gender study, women’s studies, adult literacy, development studies, international studies, etc..

Preface, Daphne W. Ntiri. Foreword, Mary Alfred. Introduction, Daphne W. Ntiri. Part I: Defining Gendered Discourse. Mentoring While Black & Female: The Gendered Literacy Phenomenon of Black Women Mentors, Yolanda Sealey-Ruiz and Juanita Johnson-Bailey. Black American Women and the Gendered Literacy of Musicking, Mashadi I. Matabane. Literacy Sponsorship, Beliefs and Practices Among Selected Urban African American Women, Vivian Johnson. Part II: Gendered Literacy in International Contexts. Literacy Experiences of Immigrant African Women in the Context of Transformative Learning, Daphne W. Ntiri. Literacy and Women in Zimbabwe, Zifikile Mguni and Itai Muwati. Critical Problem-Posing: Removing Veils in Literacy Education for Gender Empowerment, Gabriele Strohschen. Part III: Health Literacy. Educating their Communities to Counteract HIV/AIDSRelated Myths and Stigma, One Conversation at a Time: Lessons From Malawian Women Living With HIV, Jennifer Kibicho, Lucy Mkandawire-Valhmu, Peninnah M. Kako, Patricia E. Stevens, Lisa Calabrese, and Steven D. Pinkerton. Merging Adult Education With Nutrition Literacy to Empower Mexican, Nozella Brown, Vicki Collie-Akers, and Cielo Fernandez-Ortega. Critical Media Literacy as a Gender Imperative: Women’s Health and Popular Media in the United States, Whitney Peoples. Part IV: Towards a Theoretical Discourse in Gender and Literacy. Literacy as Dangerous Practice: Black Women, Capital, and Discursive Formation, Lisa R. Merriweather. Establishing Female Competency via Literacy: Reclaiming Our Communities, An Africana Womanist Mission, Clenora Hudson-Weems. About the Authors.

"Scholarship in this volume is rich in critical theories and maintains the various intersectionalities while also being aware of and avoiding conflations of race, class and gender. The authors consistently critique power structures, and urge other practitioners and scholars to continue to think critically about issues of gendered literacies and inequity." in TC Record