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Abstract
The feminisation of migration is absent in policy and programmatic discourses on adult education in the USA and England. This paper uses an intersectional framework and feminist transnational methodology to probe this concept and its implications for women migrants and their education and advancement.
Notes
1. As an example, a word search on the widely used national ABE policy listserv, AAACE‐NLA archives, from 2003 to 2008 revealed that the term feminisation of migration was not mentioned (http://lists.literacytent.org/pipermail/aaace-nla/). The same search was conducted on the ESOL‐Research discussion board in the UK during this time period with similar findings.
2. See the 2008 European Feminist Forum, which is focused on building a ‘migrant feminist agenda’ (http://europeanfeministforum.org/spip.php?rubrique7).
3. These dates are particularly important for showing the effects of both the feminisation of migration trend, beginning in full force in the 1990s, and the vocationalist policy discourses in adult education.
4. The 2006 Leitch review, a report on ‘world class skills’ for England's workforce and education system, was a major shift in priorities and implementation of programmes. The policy focuses on employer sponsorship of adult basic education. It has been highly influential in funding mandates (see http:www.hm-treasury.gov.uk/media/6/4/leitch_finalreport051206.pdf).
5. England's policies, although similar to the USA, began integrating ESOL later. For comprehensive histories of ESOL in the UK, see Ward (Citation2007), Rosenberg (Citation2006), and Roberts et al. (Citation2007).
6. This section, as well as the conclusion draw, on an American Educational Research Association (AERA) paper (Cuban and Stromquist, Citation2006) and I acknowledge the work of Nelly Stromquist in reframing the policy debate as a feminist issue and for her contribution to the work on women and adult educational issues.