Without a Word: Teaching Beyond Women's Silence |
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Page 12
How we understand language and subjectivity is central to this project . ... We
know no world that is not organized as language , we operate with no other
consciousness but one structured as a language - languages that we cannot
possess ...
How we understand language and subjectivity is central to this project . ... We
know no world that is not organized as language , we operate with no other
consciousness but one structured as a language - languages that we cannot
possess ...
Page 129
Besides forms of language , there exist as well forms of combinations of these
forms . The determining role of the other in actual speech communication shows
not only that there is a system in language outside of any particular articulation of
...
Besides forms of language , there exist as well forms of combinations of these
forms . The determining role of the other in actual speech communication shows
not only that there is a system in language outside of any particular articulation of
...
Page 189
as a child I was in a school system obsessed with the devaluation and
marginalization of multiple language speakers / multiple culture carriers — where
the ability to speak more than one language / to live through more than one
culture was ...
as a child I was in a school system obsessed with the devaluation and
marginalization of multiple language speakers / multiple culture carriers — where
the ability to speak more than one language / to live through more than one
culture was ...
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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