ABSTRACT
In this chapter a ‘telling case’ is used to examine connections between health, HIV/AIDS, development, and literacy-related issues within the Canadian context. A ‘telling case’ refers to ‘a situation in which circumstances surrounding a case serve to make previously obscure theoretical relationships suddenly apparent’ (Mitchell 1984: 239). The ‘telling case’ used in this chapter is taken from research carried out as part of a study on how women in the Maritime Provinces of Canada learn about HIV/AIDS. This study was done in the context of a doctoral research degree programme. Prior to describing the case, a brief overview of Canadian literacy-related policy initiatives within adult education is provided. Following this, gender-related issues are briefly described. Next, the case utilised throughout this chapter is detailed and examined through a gender-sensitive lens in order to expose gender-related issues as they relate to health, development, or literacy education. This section concludes with the presentation of some options Sarah might consider if she chose to go forward with further developing her literacy skills. This includes a brief discussion on how a rights-based approach to literacy education or a programme based on a social model of disability might be helpful to the individual situation described within this chapter.
