Without a Word: Teaching Beyond Women's Silence |
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Page 123
Fortunately such conditions of knowledge production are only a pretense which
while put forward in the interest of power and mystification has nothing to do with
how knowledge is actually produced . Knowledge production is always the result
...
Fortunately such conditions of knowledge production are only a pretense which
while put forward in the interest of power and mystification has nothing to do with
how knowledge is actually produced . Knowledge production is always the result
...
Page 136
... arise out of the distinction between the objective knowledge associated with
masculinity and the subjective knowledge associated with femininity — a
discursively constructed disjunction that forms the basis of Western philosophical
thought .
... arise out of the distinction between the objective knowledge associated with
masculinity and the subjective knowledge associated with femininity — a
discursively constructed disjunction that forms the basis of Western philosophical
thought .
Page 190
subordinate social , cultural , and economic groups do not agree on what counts
as useful knowledge . This disagreement is not a function of the objective /
subjective dichotomy , but rather of the unequal power to articulate the
knowledge ...
subordinate social , cultural , and economic groups do not agree on what counts
as useful knowledge . This disagreement is not a function of the objective /
subjective dichotomy , but rather of the unequal power to articulate the
knowledge ...
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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