Taking Care of Literacy One Feminist's Critique

Abstract

This article shows how gender assumptions and inequalities provide the structure for our definition of the literacy problem, the ways we think about and value the teaching of literacy skills, and our perceptions of the relationships between adult literacy learners and teachers. The article draws on a variety of sources to describe and critique the gendered cornerstones of literacy education, particularly how women 's literacy activities (as teachers and learners) get devalued and depoliticized.

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