{'fraction_non_alphanumeric': 0.02151639344262295, 'fraction_numerical': 0.004098360655737705, 'mean_word_length': 4.9573170731707314, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Telling tales out of school: Women and literacy in ‘New Times’

Abstract Our focus in this paper is on women and literacy in times of rapid and radical change in public, community and working life. Using narrative as a framework, we look at three research stories. The first focuses on women engaging in, and silenced by, the literacies of a restructuring workplace. The second focuses on the stories women, aged 70 to 85, tell in writing workshops where they counter stereotypes of ageing. The third focuses on literacies of the courtroom, describing pedagogical strategies that allow women to speak. In each case we consider the ways in which dominant narratives deny women speaking parts and argue that it is possible to interrupt these narratives, interrogate their silences, imagine and then perform, speaking parts. However, while these kinds of pedagogic interventions are important they must be accompanied by policy interventions if they are to have material effects.