Without a Word: Teaching Beyond Women's Silence |
From inside the book
Results 1-3 of 7
Page 39
... Audre Lorde ( 1980 ) and Kathleen Rockhill ( 1987b ) , I believe that silence , no matter how deeply it goes or how quietly it is borne , has not prevented women from standing as objects of that violence which the ideology of ...
... Audre Lorde ( 1980 ) and Kathleen Rockhill ( 1987b ) , I believe that silence , no matter how deeply it goes or how quietly it is borne , has not prevented women from standing as objects of that violence which the ideology of ...
Page 63
... Audre Lorde suggests , women's anger can be the source of women's energy for action and change ( Lorde , 1984 , p . 130 ) . There are two faces of this anger in the feminist classroom . Margo Culley ( 1985 ) speaks of one and Audre Lorde ...
... Audre Lorde suggests , women's anger can be the source of women's energy for action and change ( Lorde , 1984 , p . 130 ) . There are two faces of this anger in the feminist classroom . Margo Culley ( 1985 ) speaks of one and Audre Lorde ...
Page 65
... Audre Lorde , that there is another form of equally transformative anger - the creative anger that comes not from our wish to deny our reality but from facing it head on : Every woman has a well - stocked arsenal of anger potentially ...
... Audre Lorde , that there is another form of equally transformative anger - the creative anger that comes not from our wish to deny our reality but from facing it head on : Every woman has a well - stocked arsenal of anger potentially ...
Contents
DISRUPTING | 18 |
TAKING OUR PLACE IN THE ACADEMY | 50 |
AFTER THE WORDS | 181 |
Copyright | |
2 other sections not shown
Common terms and phrases
academy analysis anger articulate asked become begin believe body challenge classroom collective concern concrete constructed context continue course create culture desire discourse dominant dynamics economic engaged experience expression feel feminism feminist forms gender graduate groups hand important individuals intellectual interests issues knowledge language learning lives look male marginalization marked Meagan meaning moment moments mother never offer oppression ourselves particular patriarchy pedagogical perspective phallocentric political position possibilities practices present Press privilege question reality reflect relations relationship response seemed sense sexual shared silence situation social space speak specific stories struggle subjectivity subordination suggests teacher teaching tell things tion transformative turn understanding University violation voices wish woman women writing young