Without a Word: Teaching Beyond Women's Silence |
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Page 117
I convinced myself that regardless of how disadvantageous the situation seemed
to be for me I could always “ create something out of nothing . ” While for both of
us in this nuclear partnership , parenting was a new and exciting adventure , for ...
I convinced myself that regardless of how disadvantageous the situation seemed
to be for me I could always “ create something out of nothing . ” While for both of
us in this nuclear partnership , parenting was a new and exciting adventure , for ...
Page 168
My challenge was to create the possibility for students to be self - reflexive . The
young man ' s demand for the “ other side ” of the story about men ' s violence
against women created the space I was looking for . In classrooms , as in other ...
My challenge was to create the possibility for students to be self - reflexive . The
young man ' s demand for the “ other side ” of the story about men ' s violence
against women created the space I was looking for . In classrooms , as in other ...
Page 182
And , in particular , it was my belief that by teaching it in the evening I might
create possibilities for dialogue between theory and practice — the necessary
prerequisite to political action . Educ . 857 is one of my favorite courses . The
students ...
And , in particular , it was my belief that by teaching it in the evening I might
create possibilities for dialogue between theory and practice — the necessary
prerequisite to political action . Educ . 857 is one of my favorite courses . The
students ...
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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
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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