"It Is Difficult to Be a Woman with a Dream of an Education:" Challenging U.S. Adult Basic Education Policies to Support Women Immigrants' Self-Determination

Autor/inn/en	Cuban, Sondra; Stromquist, Nelly P.
Titel	"It Is Difficult to Be a Woman with a Dream of an Education:" Challenging U.S. Adult Basic Education Policies to Support Women Immigrants' Self-Determination
Quelle	In: Journal for Critical Education Policy Studies, 7 (2009) 2, S.154-186 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Stellungnahme; Feminism; Females; Adult Basic Education; Migration; Womens Education; Immigrants; Educational Attainment; Academic Aspiration; English (Second Language); Second Language Learning; Second Language Instruction; Educational Policy; Educational Quality; Discourse Analysis + Suchen Sie Ihr Suchwort? Feminismus; Weibliches Geschlecht; Adult; Adults; Education; Adult education; Erwachsenenbildung; 'Women''s education'; Frauenbildung; Immigrant; Immigrantin; Immigranten; Bildungsabschluss; Bildungsgut; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Diskursanalyse
Abstract	Women immigrants are an increasing population in the U.S. and in the Adult Basic Education (ABE) system, particularly in English to Speakers of Other Languages (ESOL) programmes. The authors argue that their numerical predominance and comprehensive needs are not factored into U.S. ABE policies by reformers who are anxious about the system being labeled as, "another social program." In this article, the authors address the U.S. ABE system and its systematic denial of quality services to immigrant women. The authors situate the problem of the neglect of immigrant women stakeholders in the U.S. ABE system within the context of transnationalism and feminist policy and with an emphasis on structural barriers, such as race, class, and gender, operating within the global economy. They address this problem through three distinct and complementary aspects. First, they discuss the trend of the feminisation of migration (the increase in women's migration) to the U.S., and around the world, and explore its implications for immigrant women learners and prospective learners' needs and barriers in the U.S. ABE system. Next, they discuss their feminist policy framework, which highlights the importance of developing women's capabilities within ABE systems. Then they examine the discourse of U.S. policies in government-based policy documents to detect their sensitivity to immigrant women. The authors conclude with points that address immigrant women's education within an international context. (Contains 1 table.) (ERIC).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10