Abstract
Beliefs about what literacy is, who should have it and for what purposes inform most workplace literacy programs. One such program for female hospital employees was based on mainstream assumptions about competence, knowledge construction and assessment that conceived employees as deficient. The women resisted this definition with a silence and invisibility that often perpetuated their own marginalization. Issues of class, ethnicity, and gender were defined as literacy problems and then used to keep employees in their places as entry-level workers.
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