Without a Word: Teaching Beyond Women's Silence |
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Page 129
... human is foreign to me " ( Volosinov , 1973 , p . 212 ) , represent- ing the power of discourse , is transformed into practices based on the particular " I am a man , nothing foreign is human to me , " representing the discourse of ...
... human is foreign to me " ( Volosinov , 1973 , p . 212 ) , represent- ing the power of discourse , is transformed into practices based on the particular " I am a man , nothing foreign is human to me , " representing the discourse of ...
Page 143
... human mind since the beginning of time ; the dream of peace , the dream of freedom . ( Woolf , [ 1938 ] 1966 , p . 143 ) But this dream is a dream of naive optimism , not the dream of possibility . Given human history , the growth of ...
... human mind since the beginning of time ; the dream of peace , the dream of freedom . ( Woolf , [ 1938 ] 1966 , p . 143 ) But this dream is a dream of naive optimism , not the dream of possibility . Given human history , the growth of ...
Page 144
... human be / ing . This means that men , too , as well as women need to examine their social practices . In the context of our seminar , what could the men have done differ- ently that would have rejected the assumption of male privilege ...
... human be / ing . This means that men , too , as well as women need to examine their social practices . In the context of our seminar , what could the men have done differ- ently that would have rejected the assumption of male privilege ...
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