Dare to Dream: Learning journeys of Bangladeshi, Pakistani and Somali women
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Adult & Continuing Education
| Author: | Jane Ward, Rachel Spacey | ISBN: | 9781862016613 |
| Publisher: | National Institute of Adult Continuing Education (NIACE) | Publication: | October 31, 2008 |
| Imprint: | National Institute of Adult Continuing Education | Language: | English |
| Author: | Jane Ward, Rachel Spacey |
| ISBN: | 9781862016613 |
| Publisher: | National Institute of Adult Continuing Education (NIACE) |
| Publication: | October 31, 2008 |
| Imprint: | National Institute of Adult Continuing Education |
| Language: | English |
Research consistently shows that Bangladeshi, Pakistani and Somali women have fewer English language skills, are less likely to secure sustainable employment, have lower incomes and have fewer opportunities to participate in social and civic society than women from other ethnic groups. The cumulative effect is that some women from these groups are amongst the most disadvantaged women in the UK. This state of affairs has rightly been described as an ‘extreme challenge’ for those concerned with inclusion and equality. This ambitious research study aims to help to deal with this challenge by investigating the hindrances to learning that these women face, and pointing the way towards approaches that might help them progress. The study’s findings emphasise the differential experiences and factors affecting participation in learning of women in these groups, and hence the need for a range of strategies. The authors have drawn on their findings to develop a framework to support the identification of need and so inform the planning of focused strategies to formulate an effective response.
Research consistently shows that Bangladeshi, Pakistani and Somali women have fewer English language skills, are less likely to secure sustainable employment, have lower incomes and have fewer opportunities to participate in social and civic society than women from other ethnic groups. The cumulative effect is that some women from these groups are amongst the most disadvantaged women in the UK. This state of affairs has rightly been described as an ‘extreme challenge’ for those concerned with inclusion and equality. This ambitious research study aims to help to deal with this challenge by investigating the hindrances to learning that these women face, and pointing the way towards approaches that might help them progress. The study’s findings emphasise the differential experiences and factors affecting participation in learning of women in these groups, and hence the need for a range of strategies. The authors have drawn on their findings to develop a framework to support the identification of need and so inform the planning of focused strategies to formulate an effective response.
