Without a Word: Teaching Beyond Women's Silence |
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Page 43
... , as Wittig says , must become part of our social discourse and social reality or there will be no one left to speak at all . ( Flax , 1980 , p 38 ) The purpose of this chapter has not been to prove FRAMING WOMEN AND SILENCE 43.
... , as Wittig says , must become part of our social discourse and social reality or there will be no one left to speak at all . ( Flax , 1980 , p 38 ) The purpose of this chapter has not been to prove FRAMING WOMEN AND SILENCE 43.
Page 70
... chapter is presented in two parts . I begin with the telling of my understanding of the lived experience of Meagan French , a young female participant in a large - scale research project aimed , in part , at exploring the relationships ...
... chapter is presented in two parts . I begin with the telling of my understanding of the lived experience of Meagan French , a young female participant in a large - scale research project aimed , in part , at exploring the relationships ...
Page 179
... chapter . The strategies I have employed in the classroom have been directed toward politicizing not only what we take up in the class as course content , but also the classroom dynamics that are generated by our topic and subsequent ...
... chapter . The strategies I have employed in the classroom have been directed toward politicizing not only what we take up in the class as course content , but also the classroom dynamics that are generated by our topic and subsequent ...
Contents
DISRUPTING | 18 |
TAKING OUR PLACE IN THE ACADEMY | 50 |
AFTER THE WORDS | 181 |
Copyright | |
2 other sections not shown
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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