In this ethnographic inquiry, I examine the way in which literacy creates personal meaning in the lives of ten Hassidic women in Quebec, Canada. Using an integrative qualitative methodology, I draw from Goldberger, Tarule, Belenky and Clinchy (1996), theories of feminist notions of knowledge, current epistemological discussions about difference, power, multiculturalism, and the expression or suppression of voice. From Street's (1994) ideological model of literacy and from Barton (1994), Hamilton (1998), and Maybin (2000), I more clearly conceptualize the pivotal role of literacy practices in articulating links between individual people's everyday experience and wider social institutions and structures. Marilyn-Martin Jones and Katherine Jones (2000) provide a further theoretical lens for viewing the plurality of literacies associated with the values, understandings and intentions that people have about what they and others do. / The findings led me to four conclusions. First, in the private realm of her home the Hassidic woman commands and receives a great deal of authority and respect. Second, it is the Hassidic woman who is the final arbiter of her own information needs and her literacies encompass a diversity of purposes, materials and competencies. The third finding is that the Hassidic woman is able to successfully negotiate the various arenas of her life without compromising tradition and religious law. Finally, although many of these women in their roles as homemaker and wives, experience financial, emotional and physical hardships while raising large families, I have observed in them infinite amounts of patience, good will, serenity and love.

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Adult literacy programmes traditionally define literacy in fundamental, functional or cultural terms and prepare learners to conform to society. Community-based programmes see literacy as emancipatory, adopt a critical stance towards society and ideally use a learner-centred approach. This study sought to inform one community-based programme on more effective learner-centredness. Fourteen Caribbean immigrants participating in the programme were interviewed to investigate their concepts of literacy, motives for enrolling in, and expectations of, the programme. Results indicate that learners had limited concepts of the word "literacy," and had joined the programme because of difficulties in accessing Canadian public education. Most had completed primary school in the Caribbean and were accustomed to teacher-directed education. The study recommends that the programme increase learner-participation in decision-making and adopt a holistic approach to learning using focus groups. Also advocated is critical assessment of issues affecting learners such as language, migration and access to school.

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