{"id":629,"date":"2019-03-12T08:26:38","date_gmt":"2019-03-12T08:26:38","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=629"},"modified":"2019-03-11T18:31:01","modified_gmt":"2019-03-11T18:31:01","slug":"comment-by-fanny-gomez","status":"publish","type":"post","link":"http:\/\/virtualseminar.icae.global\/?p=629","title":{"rendered":"Comment by Fanny G\u00f3mez"},"content":{"rendered":"\n

Fanny G\u00f3mez comments on the article <\/strong>“Impact beyond the tests: adult education that makes a real difference”<\/strong><\/a><\/p>\n\n\n\n

El texto en espa\u00f1ol est\u00e1 abajo<\/em><\/p>\n\n\n\n

An educator with a master’s degree in Curriculum Management.\u00a0A popular educator member of the Popular Education Network of Women, REPEM<\/strong><\/p>\n\n\n\n

In relation to Chanell Butler-Morello’s experience on adult education with disabilities from the ABE Program, of Catawba Valley Community College, in Hickory, North Carolina, I would like to comment on the experience of the Popular Support Center, a women’s organization, partner of the Popular Education Network of women, REPEM, in Colombia, which works with gender pedagogies, within a feminist popular education approach.  <\/p>\n\n\n\n

In a non-formal training project, whose purpose was the strengthening of 110 women’s organizations in Bogot\u00e1, we worked with groups of women with visual disabilities. Recognizing the gender, differential and human rights approaches in this educational process involved understanding the diverse nature of women, taking into account their identity as women with multiple discriminations: because they are women, because they have a disability, because of their race or ethnicity, because of their sexual orientation, etc. This condition implies, in their lives, greater violation of their rights and greater exposure to manifestations of all kinds of violence.  This invites us to understand that there is a series of needs that can not be met with the educational curricula of formal education, and that the ways to evaluate their achievements goes beyond their tests, as evidenced by Chanel. <\/p>\n\n\n\n

In the framework of the rights approach, through awareness-raising processes, exchanges of knowledge and production of communicative pieces, in Braille, the purpose was that their families, institutions and communities take over the importance of full and effective access and enjoyment of their rights taking into account the inequality, inequity and invisibility to which they are exposed by living as women with disabilities. Likewise, the gender approach showed the need to claim the prevention of violence, the recognition of different types of violence and learn to identify situations of risk of violence by their carers, their families, the institutions that care for them and the society in general, since by not being recognized as women, violence against them is not visible and therefore not named, and no preventive measures are adopted from the family or the institutions. <\/p>\n\n\n\n

Campaigns on prevention of violence against women disseminated in the media and social networks have a high content of graphic images, interesting for women in general, but present serious barriers to access to information for women with visual disabilities. This problem is even worse in the case of women living in remote rural areas, who do not have access to technology. <\/p>\n\n\n\n

So the achievements of this process were measured with the following indicators: <\/p>\n\n\n\n