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List of contents
Introduction Part 1 1. Lifecycles: A Positive Model of Fragmentation 2. Women’s Education – Women’s Studies 3. Where Women Are, and Where Are Women in Adult Education? Part 2: Case Studies Section 1: Access 1. The Educational Guidance Service for Adults in Northern Ireland Dorothy Eagleson 2. Women in Literacy and Adult Basic Education: Barriers to Access Juliet McCaffery 3. Education of Asian Women Saroj Seth Section 2: Courses 4. Breakaway: A Discussion Group for Women Sally Griffiths 5. Sandwich Course for Part-time Tutors of Dress or Embroidery at Loughborough College of Art and Design Hilary Tinley and Sue Walker 6. Women in Public Life – Leadership Training Gill Boden Section 3: Extending the Subject 7. Working with Childminders Sue Owen 8. The Sheffield Clothing Co-operative – PREMTOGS Beverley Evans 9. Women and New Technology – Where are we Going – A New Course for Women in Liverpool Rita Cordon and Liz Cousins 10. Women and Skill Centres – The Deptford Experience Madeleine Dickens Section 4: Women in Centres 11. Chinese Women on Merseyside Anne Chiew Yean Khoo 12. The Women’s Education Centre, Southampton Pauline Imrie 13. The Totnes Women’s Centre – A Personal Experience Diana Derioz Section 5: Processes 14. Women and Education Group, Manchester Joy Rose 15. The Workers Educational Association (WEA) and Women’s Education Ally Jones 16. Liverpool Women’s Education Centre Liverpool Women’s Education Centre 17. The South-West London Women’s Studies Group The South-West London Women’s Studies Group 18. New Opportunities for Women – Setting up a Course Pat Bould and Clare Manifold 19. ‘The Changing Experience of Women’ at the Open University Diana Leonard Part 3 4. What Sort of Education? What Sort of Culture? 5. Dilemmas of Innovation. Appendix: Safe and Sound
About the author
Mary Hughes, Mary Kennedy
Summary
Originally published in 1985. This book explores issues around education for women and uses the British experience as an example of what adult education in its variety can offer to women in breaking traditional moulds. The text raises questions about where women are, where they might be, and how education as a whole can be used by women, for women. The critique of adult education is both theoretical and useful for practice, including many case studies from areas as diverse as the education of minority women, setting up of women’s education centres, working with childminders, and courses at the Open University.
