Cindy Cruz-Cabrera and Darlene Caramanzana worked with the Center of Women's Resources, a non-profit organization that conducts research and training for women, particularly grassroots women, as their fieldwork at the Department of Women and Development Studies at the University of the Philippines College of Social Work and Community Development. This presentation covered the second half of their fieldwork for the second semester AY2012-2013 - including their findings for the research on violence against women for Darlene,and the literacy and numeracy program for grassroots women for Cindy.

1. END-OF-SEMESTER
FIELDWORK SHARING
Darlene Marquez-Caramanzana WD280
Cindy Cruz WD 281

2. Fieldwork Placement

3.  Empowers women through
education work, part of
which is production of
modules for women.
 Produces modules on
Women’s Orientation.
 Helps in the consolidation
of data and experiences of
women in the context of an
intensifying repression.
Summary Recap: CWR

4. CWR Programs and Services
Education and Training
Research and Data Bank
Advocacy and Publication
In the service of Grassroots Women

5. CWR Activities
2nd Semester 2012-2013

6. Participation in CWR Activities
Objective: To participate in Other CWR activities
and reflect on the contributions and processes of
a women’s non-government institution in
advocacy and movement building such as:
1. CWR Anniversary Celebration
2. VAW Campaign
3. Move to Mob/One Billion Rising – February 14,
2013
4. Ulat Lila (Fact Sheet) – January – February 2013
5. International Women’s Day
6. Voters’ Education – January to February
7. Orientation on CWR/Education sessions/Meetings

7. Move to Mob:
One Billion Rising – Tomas Morato

8. ULAT LILA

9. Saving Tubbataha

10. DZUP – LITNUM Women

11. International Women’s Day

12. Voters Education / VAWC
Orientation Sessions

13. Photo Credits
Center for Women’s Resources
AWE CWR

14. WD 280 – FIP I Work Plan
Darlene Marquez-Caramanzana
 PART I: Objectives of the Field Instruction
Program with CWR
 PART II: Participation in CWR Activities
 PART III: Other Output
 PART IV: Status of Objectives, Activities and
Deliverables

15. WD 281 – FIP II Work Plan
Cindy Cruz
 PART I: Objectives of the Field Instruction
Program with CWR and Output
 PART II: Status of Activities with the CWR
 PART III: Review of Related Literature on
Literacy and Numeracy as Tools of
Empowerment for Women
 PART IV: Insights
 PART V: Initial Recommendations

16. Principal Objectives
 To develop critical analyses of the
situation of women and men
 To implement interventions; and
 To develop specialized skills in
organizational and program
management and other aspects of
development work

17. Specific Objectives
1. To write a Review of Related Literature on
Literacy and Numeracy Training as a
Method of Empowering Grassroots Women
2. To evaluate CWR’s existing Literacy and
Numeracy or LITNUM modules –
achievement of objectives and revisions on
exercises and activities
 Materials: Assessing existing LITNUM modules
 Experience: Conducting separate FGDs with
former LITNUM participants and LITNUM
parateachers

18. Specific Objectives
3. To conduct a Literacy and Numeracy
training program (LITNUM) for urban poor
women, formerly teenage mothers (Module
3)
4. To create a draft of a continuation module
(Module 4)
5. To make recommendations for the future
conduct of the program and the
development of current and future training
modules (Modules 5 and 6)

19. Deliverables
 Review of Related Literature on Literacy
and Numeracy Training as a Method of
Empowering Grassroots Women
 Evaluation Paper on LITNUM Modules 1,2
and 3
 Draft of LITNUM Module 4
 Recommendations for Future Training and
Module Development
 Reflections

20. Total Number of Hours rendered
as of March 17, 2013
314 hours

21. Status of Activities with the CWR:
What Has Been Achieved So Far?
Activity Participation
 Move to Mob / One
Billion Rising
 ULAT LILA
 Forum On Tubbataha
 Voters Education –
 FI Journal)
 February 14 Tomas
Morato Campaign
 Fact Sheet on Migrant
Women Workers
 Emcee
 Attended and
documented (photos)
 Attended Sampler and
Orientation
 Writing reflections

22. LITERACY AND NUMERACY
AS A TOOL FOR THE
EMPOWERMENT OF WOMEN
Review of Related Literature
Literacy and Numeracy Training Program
LITNUM Manuals

23. Evolution in Conceptions of Literacy
 Literacy as a static / an absolute state,
made up of autonomous skills
 Literacy as a process
 Literacy as socially located
 Local literacies / multiple literacies
 What kind of literacy?
 What is functional?
 Literacy plans and programs: top-down vs.
bottom up
 A literacy program as being borne of
relevance, timing, demand

24. Development of Literacy
 Literacy – pre-packaged as perceived by
the planner
 Literacy – reading, speaking and writing –
are interconnected parts of a learning
process and of social transformation.
 Literacy as freedom
 Literacy as a continuum
 Critical literacy / participatory approach to
literacy education

25. Whole Language Philosophy
 Emotionally-safe environment that encourages
creative risk-taking
 Mistakes viewed as an important part of
learning
 Credit given for “logical mistakes” along with
the distinction between the mistake and the
correct answer
 Teacher as a facilitator of a transactional
classroom - “We learn from each other.”
 Value given to interests and expertises of the
learner as contexts for relevance and
springboards for motivation in learning.
 Teach to render yourself dispensable

26. Literacy and Numeracy as a Tool
for Empowerment of Women
When a LITNUM program is guided by the
more progressive definitions of literacy and
conducted within the framework of the whole
language philosophy, it becomes a tool for
empowerment of women because:
 Women’s subjectivities, contexts and
particular situations are valued in the conduct
and creation of the program.
 The program is fully participatory, with
conceptions of classroom power redefined
and classroom power redistributed.

27. Literacy and Numeracy as a Tool
for Empowerment of Women
 The conduct of the class is an exercise of and
training for social justice in the questioning
power dynamics during discussions of texts,
stories, news, and real-life situations.
 Each woman feels the direct benefits and
impacts as a learner because her felt needs
are understood, acted upon and met.
 They gain control over everyday tasks and
struggles, as well as anticipate control over
future tasks and options.
 They begin to view happiness and fulfilment as
an entitlement.

28. LITNUM Women in my Class

29. LITNUM Class
 Grassroots women from urban poor
communities
 Former teenage mothers, with school-age
to teenage children
 Organized – Gabriela / SAMAKANA
 Interests: reading, writing, spelling in
Filipino and English; Mathematics
 Feudal regard for the teacher
 Very low sense of self-worth as literate
and productive individuals
 Principles vs. practice in views of
“kababaihan”

30. Emergent Literacy Needs - Dialogues
LITERACY
EDUCATION
Helping their children
with homework
Their own continuing
education
EMPLOYMENT
Getting a promotion
Use knowledge in
own small business
MEDIA
Understand the news
better
Open Facebook and
email accounts
SOCIAL
OPPORTUNITIES
Can answer in
English
Can share learnings
LAW
Reading about
rights
Signing contracts
Use of relevant
documents
FUTURE PLANS
Suddenly open to
options
New plans given new
knowledge

31. Strategies for a Whole Language /
Feminist Classroom
Decisions informed by my background in
Education AND Women and Development
(fusion of Literacy Worker and Development
Worker)
 Titles / Names
 Seating arrangement
 Scheduling
 Learners and their agenda – teacher as
facilitator and extender/enabler of their agenda
 Curriculum design – consultative and
participatory

32. Strategies for a Whole Language /
Feminist Classroom
 Learners are part of the decision-making
process.
 As the teacher, I propose, explain, and
negotiate the terms of enabling their
agenda (learning tasks and activities to
meet their needs) with them.
 We discuss efforts and possible projects
for their continuous learning.
 (Currently brainstorming: Mobile Library)

33. Feedback
 Marami akong natututunan, kahit natigil
ang aking pag-aaral.
 Natutulungan ko ang mga anak ko sa
homework nila. Gusto rin nila akong
tulungan sa homework ko.
 Wala pala sa edad ang pag-aaral.
 Nagagamit ko sa trabaho ang natututunan
ko.
 Hindi na ako mahihiya pag English
speaking kausap ko kasi masasagot ko
siya.

34. Feedback
 Ang feeling namin ay close kami sa inyo,
dahil nakakaupo at nakakatawa tayo ng
ganitong nakapalibot lang sa mesa habang
nag-aaral.
 Hindi kami nahihiyang magkamali, okay lang
manghula.
 Mayroong mga gustong sumali noong
kinuwento namin ang aming karanasan.
 Kailangang i-share ang natutunan. Pwede rin
pala kami magturo at magshare sa iba.
 Kailangan ayusin ang pamamalakad at pag-
ikot ng library para maraming makinabang.

35. Challenges
 Attendance of class members
 Walang pamasahe
 Masama pakiramdam / masakit ang ulo
 Attendance of those who want to join
 Kasabay ng trabaho / labada
 Di maiwan ang mga responsibilidad sa
pamilya
 Continuity
 Continuous adjustment of curricula,
development of lessons, change in plans
and worksheets

36. LITNUM Program Deliverables
 Evaluate LITNUM Modules 1, 2 and 3
 Conduct a LITNUM Training Program with
a group of women from communities
 Evaluate Module 3 by testing it on the
group
 Create LITNUM Module 4 based on the
current LITNUM Training Program
 Make recommendations for future
LITNUM Modules

37. LITNUM Class vis-a-vis LITNUM Module
 The expected level of the class does not
qualify as an exact match for LITNUM
Module 3, contrary to what the
parateachers anticipated during the initial
meeting.
 The group of women had particular levels
of capabilities, interests, needs and
expectations for study which necessitated
planning specifically for them.
 There had been constant difficulty locating
and scheduling meetings with former
LITNUM participants for FGDs linked to
the evaluation of Modules 2 and 3.

38. LITNUM Modules: Initial Review
The manuals were very impressive for the
following reasons:
 The CWR used community knowledge and
expertise in the development of materials
and choice of strategies for learning.
 They drew from the learners’ social contexts
and experiences to devise lessons that
espoused social consciousness and justice
 The LITNUM manuals were developed within
the social contexts of the learners and
addressed perceived and expressed needs.

39. Initial Recommendations
Technical, procedural and logistic
(content is superb)
 Learners’ textbook / workbook / collection
of worksheets + accompanying teachers’
manual
 Integrated lesson plan
 Provides for the fleshing out of general and
specific objectives, matching these with activities
to concretely achieve expected learning outcomes
within target timetables
 Provides the planning of the continuing study of
related, corollary and/or extension topics
 Record-keeping for Parateachers

40. Initial Recommendations
 Future LITNUM Manuals: documentation
of decision-making process and rationales
 diversity of groups and learners’
interests, needs, capabilities, priorities, social
contexts
 LITNUM Workshops for Parateachers
 The future establishment of a
comprehensive LITNUM Program /
Further Education umbrella may facilitate
the assignment of Education practicum
students to teach the classes.

41. Working with the CWR
 The principles and ethics of their service
to grassroots women are deeply
embedded in their conduct of the
organization and of themselves.
 On the principles of serving grassroots
women: They live as they serve, and they
extended the practice of these feminist
principles to us fieldworkers.
 Consultation was true, not token.

42. Working with the CWR
 I enjoyed the full benefits of working with a
hierarchical organization with a flat
organization’s behavior and regard.
 Consultation
 Confidence, trust
 Consideration given to one’s specific situation
 I had many opportunities to observe their
steadfast commitment to stewardship over
social justice, vigilance for the oppression
of women, and the calls to action in taking
research to the grassroots.

43. References
 Barton, David and Mary Hamilton. Local Literacies: Reading and
Writing in One Community. London: Routledge, 1998.
 Ducksworth, Vicky and Jonathan Timmons. Contemporary Issues in
Lifelong Learning. Berkshire: Open University Press, 2010.
 Fordham, Paul; Holland, Deryn; and Juliet Micillan. Adult Literacy.
Oxford: Oxfam, 1995.
 Gravells, Ann. Principles and Practices of Assessment in the Lifelong
Learning Sector, Second Edition. Execter: Learning Matters Ltd., 2011.
 Herrington, Margaret and Alex Kendall (editors). Insights from research
and practice: A handbook for literacy, numeracy, and ESOL
practitioners. Leicester: National Institute of Adult Continuing
Education, (NIACE), 2005.
 Hughes, Nora and Irene Schwab. Teaching Adult Literacy: Principles
and Practice. Berkshire: Open University Press, 2010.
 Jarvis, Peter. Globalisation, Lifelong Learning and the Learning
Society: Sociological Perspectives. Abingdon: Routledge, 2007.

44. References
 Knowles, Malcolm; Holton, Edward III; and Richard Swanson. The
Adult Learner: The Definitive Classic in Adult Education and the
Human Resource Development. San Diego: Elsevier, 2005.
 Medel-Anonuevo, Carolyn. Women Reading the World: Policies and
Practices of Literacy in Asia. Hamburg: UNESCO Institute for
Education, 1996.
 Rogers, Rebecca and Mary Ann Kramer. Adult Education Teachers:
Designing Critical Literacy Practices. New York: Lawrence Erlbaum
Associates, 2008.
 UNESCO Literacy and Non-formal Education Division of Basic
Education. Literacy as Freedom: A UNESCO Roundtable. Paris:
United Nations Educational, Scientific and Cultural Organization, 2003.
 UNESCO. “Understandings of Literacy”. Education for All Monitoring
Report 2006.
httpwww.unesco.orgeducationGMR2006fullchapt6_eng.pdf
 Viens, Julie and Silja Kallenbach. Multiple Intelligences and Adult
Literacy: A Sourceboook for Practitioners. New York: Teacher’s College
Press, 2004.