Without a Word: Teaching Beyond Women's Silence |
From inside the book
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Page 66
... don't have to present a unified , uni - dimensional , exclusive , mono- causal viewpoint which is ' logical ' and ' objective ' in order to be ' right ' ( my , what difficulty I'm suddenly having with the English language ) . I can ...
... don't have to present a unified , uni - dimensional , exclusive , mono- causal viewpoint which is ' logical ' and ' objective ' in order to be ' right ' ( my , what difficulty I'm suddenly having with the English language ) . I can ...
Page 112
... don't really want to talk because if I do [ the men ] will realize how stupid I am . I feel very angry and uncomfortable in that room . They have no right to talk about us like that . I feel so embarrassed . It's like men passing around ...
... don't really want to talk because if I do [ the men ] will realize how stupid I am . I feel very angry and uncomfortable in that room . They have no right to talk about us like that . I feel so embarrassed . It's like men passing around ...
Page 174
... don't at least respect my feminist views . ( quoted with permission ) hooks ( 1989 ) states that : feminist works ... don't want to be " ; " Everybody has equal opportunity to become school principal . Women choose not to be because they ...
... don't at least respect my feminist views . ( quoted with permission ) hooks ( 1989 ) states that : feminist works ... don't want to be " ; " Everybody has equal opportunity to become school principal . Women choose not to be because they ...
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