Too Scared To Learn: Women, Violence, and Education Review

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Too Scared To Learn: Women, Violence, and Education ReviewUntil the publication of Too Scared to Learn: Women, Violence and Education, public discussion amongst adult educators around issues of violence has been sporadic and scattered; the literature sparse. Too Scared to Learn presents a long awaited and much needed research-based description and analysis of connections between violence and learning in adult education, breaking silences and bringing recognition of the fact that for many adult learners and educators, trauma has an impact on learning processes.
Jenny Horsman has been contributing important information to adult educators for well over a decade. With her groundbreaking book, Something in my mind besides the everyday (Women's Press, 1990), she gave adult educators pause and helped us understand that isolation, violence, class, ethnicity and race affect the ways in which women attend to learning in adult education contexts. Ten years and many questions later, Horsman's new book, Too Scared to Learn: Women, Violence and Education, offers new depth and breadth into the issues surrounding women's learning generally, specifically addressing violence and learning and ways in which educators respond to experiences of violence as they affect learning.
Horsman is clear in stating that violence is not something that only happens to "others," but that it is woven into the cultures in which we live. Those who have had direct experiences of violence respond to those experiences differently, but may share behaviors that impact upon the ability to be present to learning and teaching. Horsman presents findings of research conducted across Canada and internationally and works throughout the book to develop a cogent analysis of her findings. She weaves together both therapeutic and educational theories clearly and accessibly, giving the reader a firm understanding of the issues inherent in working with learners with experiences of violence. She further moves the thinking forward by considering ways in which her own observations and the anecdotal evidence at hand could and must influence shifts in educational practice and policy.
A generous collaborator, Horsman not only credits, but explicitly includes input from those with whom she consulted during her research process. This interweaving of multiple voices not only enriches the text, but also, in Horsman's capable hands, brings together the varied perspectives through which violence and learning has been considered. First Nations/culture-based approaches to learning -- which include recognition of the body, mind, emotion and spirit -- as well as constraints and contexts under which adult education occurs, are delineated. The overview of the therapeutic literature is interwoven as well, giving the reader a clear context through which to understand a range of behaviors and responses to learning that might have been interpreted as "laziness" or lack of seriousness, for example, framing behavior, instead, in ways that connect to both seemingly negative and positive behaviors adapted by those with experiences of violence. Horsman is meticulously careful in not creating stereotypes, but rather, writes against the temptation of a simple analysis in favor of a more complex and richly layered understanding of connections between experiences of violence, visible behaviors, expectations and actions of learners and teachers. Read this book.Too Scared To Learn: Women, Violence, and Education OverviewToo Scared to Learn explores the impact of women's experiences of violence on their learning, and proposes radical changes to educational programs through connecting therapeutic and educational discourses. Little attention has previously been paid to the impact of violence on learning. A large percentage of women who come to adult literacy programs have experienced, or are currently experiencing, violence in their lives. This experience of violence negatively affects their ability to improve their literacy skills. Literacy programs and other educational programs have not integrated this reality into their work. This book builds on extensive research that revealed the wide range of impacts violence has on adult literacy learning. Interviews with counselors and therapists, literacy learners, and educators working in different situations, and a wide range of theoretical and experiential literature, form the basis of the analysis. Educators are offered information to support reconceptualizing programs and practices and making concrete changes that will enable women to learn more effectively. The book makes clear that without an acknowledgment of the impact of violence on learning, women, rather than getting a chance to succeed and improve their literacy skills, get only a chance to fail, confirming to themselves that they really cannot learn. Essential reading for literacy and adult education practitioners, teachers of English as a second language, and education theorists, Too Scared to Learn explores the intersection among trauma, psychological theory, and pedagogy. The book is filled with a wealth of practical ideas, possibilities, and thoughts about what practitioners might do differently in classrooms and educational institutions if we begin to think differently about violence.

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