The transmission model of family literacy devalues women's home literacy practices and conceives of women primarily as conduits. It implies a simple cause-and-effect relationship with children's achievement. It obscures women's desire for change, the conflicts they experience in attempting to change, and cultural differences among women. (SK)

This review of "Push," a novel about a young single mother in a literacy education program, incorporates theoretical elements from Allan Quigley's "Rethinking Literacy Education." The review addresses issues of stereotypes, humanistic education, and advocacy and includes reflections on teaching philosophy in adult basic…

Reviews dissertation and thesis research that explores adult women's perspectives on their own learning. Key themes include personal development, ways of knowing, and marginality. One concern is the lack of any coherent line of research on women's learning. Discusses implications for practice and further research. (EMK)

New research raises questions about the assumptions and effectiveness of traditional instruction in light of women's experiences. An alternative approach--feminist pedagogy--encompasses teacher-learner collaboration, cooperative communication styles, a holistic approach to learning, theory building, and action projects. (SK)

This book is intended to address the need for information and understanding about adult women's learning and education. It gathers knowledge about women and their learning and places women's learning experiences in the contexts of where women live. The book also promotes an understanding of women's diversity and makes recommendations for future…

Trends in treatment of women and gender differences were analyzed in four adult education journals from 1966-88; detailed content analysis of six journals was performed for 1987-88. Only the British "Adult Education" showed an increase in articles on women and gender. General articles in all journals showed few signs of feminist…

A study critically reviewed 14 dissertations that explore adult women's perspectives on their learning in higher education. The dissertations were examined using two levels of analysis: descriptive and critical/comparative. The studies varied considerably in the aspect of learning or learning experiences that they examined. Twelve focused on adult…

To clarify dominant perspectives on women in adult education publications, ethnographic content analysis was used to examine 112 journal articles in 4 major adult education journals. Articles analyzed were from two North American journals ("Adult Education"/"Adult Education Quarterly" and "Adult…

Identified, synthesized, and critiqued literature on adult women's learning in higher education. Describes literature review, nature of literature, and topics and themes addressed by the literature. Three key themes emerged: women's self-doubts, women as silenced, and women as "connected" learners. Concludes there is not much work on women's…

An extensive search of major journals and databases raises issues and concerns about the current knowledge of women's learning. Articles and papers on adult women's learning in higher education were difficult to locate and limited in number. (Only 28 articles were identified in an ERIC search, the manual searches of journals, and the searches of…