Without a Word: Teaching Beyond Women's Silence |
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Page 37
While to some extent both the women and the men struggled to overcome their
resistance to the feminist theoretical frames which articulated the course agenda
this seemed to be more difficult for the men , I believe , because , unlike the ...
While to some extent both the women and the men struggled to overcome their
resistance to the feminist theoretical frames which articulated the course agenda
this seemed to be more difficult for the men , I believe , because , unlike the ...
Page 152
Foundations 490 is a sociology of education course I teach in the faculty of
education at Queen ' s University . While it is not one of the core women ' s
studies courses , it is cross - listed in the women ' s studies program calendar .
For this ...
Foundations 490 is a sociology of education course I teach in the faculty of
education at Queen ' s University . While it is not one of the core women ' s
studies courses , it is cross - listed in the women ' s studies program calendar .
For this ...
Page 182
I like to teach evening courses because of the possibilities they afford for
interaction between part - time and full - time ... The students who take the course
bring with them a variety of backgrounds , diverse interests , and a wide range of
prior ...
I like to teach evening courses because of the possibilities they afford for
interaction between part - time and full - time ... The students who take the course
bring with them a variety of backgrounds , diverse interests , and a wide range of
prior ...
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Contents
Pedagogy and the Question of Silence 2 Experience | 14 |
A Jury of Her Peers 22 Second | 43 |
Implications for Feminist Teaching 59 Anger as | 61 |
Copyright | |
6 other sections not shown
Common terms and phrases
academy analysis anger articulate asked become begin believe body challenge classroom collective common concern concrete constructed context continue course create culture desire discourse dominant economic engaged example experience expression feel feminist finally forms gender graduate groups hand ideology 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 phallocentric political position possibilities practices present 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 violation voices wish woman women writing young