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• W2533767029 abstract "This paper synthesizes the Canadian adult education literature related to gender and adult learning. By examining how it has been written about, what it focuses on, and what the gaps are, the authors identified current contributions in the Canadian literature. This paper provides a synthesis of the extant literature on gender and learning with a particular emphasis on Canadian publications, though its results have considerable implications for a much wider audience. One only has to consider the continued dominance in this field by American authors such as Belenky et al. (1986) to realize that Canadian work has not been highlighted to the degree that it might have been. Search Strategy This paper reviews extant literature, research programs, websites, government initiatives and various other publicly available sources in order to articulate the principal issues and remaining research themes that need to be investigated. Our review focused mainly on (a) Canadian sources (b) sources that linked gender and learning, (c) major themes, gaps and authors, and. We limited our search to the last 10 years, except in cases where older sources seemed germane. The last search was conducted in January, 2006, when we wrote the first draft of our review. Themes in the Literature To facilitate reading and to focus the discussion, we have limited the review to the most prominent areas that surfaced during the research phase of this study. Feminist Theory Within Canada there are a number of adult educators contributing directly to the building up of feminist theory (e.g., Gouthro, 2005; Miles, 1995). They have taken the lead in bringing to the forefront the interlocking power relationships of gender, race and class (Fenwick & Mirchandani, 2004; Ng et al.,1995). The literature stresses that students or practitioners who embody multiple privileged locations can wield more power in classrooms (and society) (Butterwick, 2005; Mojab, 2005). Authors such as Butterwick note that feminism can address inequities in the classroom and educational institution through feminist pedagogy while theorists such as Ng et al. (1995) believe that feminist pedagogy alone is insufficient, and just as analysis must include race, gender and class, pedagogical theories must also be open to cross-pollination from critical theories such as anti-racist education and critical pedagogy. Learning In Community: Proceedings of the joint international conference of the Adult Education Research Conference (AERC) (48th National Conference) and the Canadian Association for the Study of Adult Education (CASAE)/l'Association Canadienne pour l'Etude de l'Education des Adultes (ACEEA) (26th National Conference). Edited by Laura Servage and Tara Fenwick (June 2007)" @default.
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• W2533767029 date "2007-01-01" @default.
• W2533767029 modified "2023-09-27" @default.
• W2533767029 title "Interrogating Gender Texts: A Critical Review of the Literature" @default.
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