Without a Word: Teaching Beyond Women's Silence |
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Page 98
Forms of political , economic , and social relations outside the home often dictate
the possibilities for people inside it . We may be good or poor parents , we may
be attentive or disloyal children , we may be committed or estranged mates , but ...
Forms of political , economic , and social relations outside the home often dictate
the possibilities for people inside it . We may be good or poor parents , we may
be attentive or disloyal children , we may be committed or estranged mates , but ...
Page 119
Why had the contemplation of such choices not occurred to me ? Why , even as I
knew these were things I too really wanted to do , did the possibilities seem so
remote ? So remote , indeed , that it had not even come to me to think about them
.
Why had the contemplation of such choices not occurred to me ? Why , even as I
knew these were things I too really wanted to do , did the possibilities seem so
remote ? So remote , indeed , that it had not even come to me to think about them
.
Page 182
I like to teach evening courses because of the possibilities they afford for
interaction between part - time and full - time graduate students . I believe this to
be important because despite the rhetoric of the need for the applicability of ideas
to the ...
I like to teach evening courses because of the possibilities they afford for
interaction between part - time and full - time graduate students . I believe this to
be important because despite the rhetoric of the need for the applicability of ideas
to the ...
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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