Title Details

ELISABETH HAYES is professor of Curriculum & Instruction at the University of Wisconsin-Madison.

DANIELE D. FLANNERY is assistant professor of Adult Education at The Pennsylvania State University-Harrisburg.

1. Women's Learning: A Kaleidoscope.

2. Contexts of Women's Learning.

3. Women's Self and Learning.

4. Talk, Identity, & Power: Voice and Silence in Women's Learning.

5. Women's Knowing and Learning.

6. Transformative Learning in the Lives of Women, Ann Brooks.

7. Feminist Pedagogy in Three Movements: Stories from the Field, Elizabeth J. Tisdell.

8. Re-Searching for Women's Learning.

9. Re-Vision Learning Opportunities for Women, Jane M. Hugo.

10. Creating Knowledge about Women Learners.

"The strength of this book lies in the use of the research on women's learning and development to engage readers who are unfamiliar with or new to adult education…" (Journal of College Student Development; 10/1/2004; Vol. 45, No.5)"This thorough and up-to-date exploration of women's learning is a much needed addition to the field of adult education. The authors' refreshingly engaging style renders complex theoretical material accessible to scholars and practitioners alike. While theories and research on women's learning are situated in the broader context of adult learning, the authors never lose sight of what it all means for the teaching/learning transaction." —Sharan B. Merriam, Department of Adult Education, The University of Georgia

"Resisting the argument that 'good teaching is good teaching and learning is learning, so why should women learners be singled out for special attention,' five feminist educators offer us an alternative perspective in this bold and scholarly new book, Women as Learners. They build an impressive case for why women's experiences of education should receive the attention of educators, developmental psychologists, social theoreticians, and policymakers. In the process of making their case, the authors challenge many of the assumptions that underlie popular gender-blind adult learning theories. They demonstrate how often social context, culture, and the politics of power are ignored in educational theory and practice to the detriment of women learners. They delve into personal narratives to 'give voice' to the fears, aspirations, rebellions, and transformations that accompany women's educational journey. And the authors ask, 'What might we do differently to re-vision our commitment to women learners?' In an era in which women constitute the majority in higher education, we sorely need a comprehensive map such as Women as Learners to broaden our horizons. I applaud this book!" —Nancy Goldberger, psychology faculty member, The Fielding Institute, and coauthor of Women's Ways of Knowing

"The authors of this work present us with a great addition to the literature on women and education. Finally, someone has looked at adult women's learning in school, work, the home, and community. Women as Learners is a gift because it probes the influence of gender on learning by considering culture, context, and power." —Bernice Resnick Sandler, senior scholar, National Association for Women in Education