Without a Word: Teaching Beyond Women's Silence |
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Page 69
4 LEARNING FEMININITY SCHOOLING AND THE STRUGGLE FOR SELF It is a
highly radical and subversive act to tell a familiar story in a new way . Once you
start to do it you realize that what you call history is another such story and could
...
4 LEARNING FEMININITY SCHOOLING AND THE STRUGGLE FOR SELF It is a
highly radical and subversive act to tell a familiar story in a new way . Once you
start to do it you realize that what you call history is another such story and could
...
Page 104
My commitment to working as an intellectual woman has been , and in big ways
continues to be , marked by the contradictory reality of public and private worlds
even as their fusion offers the rich tapestry out of which I struggle to carve out ...
My commitment to working as an intellectual woman has been , and in big ways
continues to be , marked by the contradictory reality of public and private worlds
even as their fusion offers the rich tapestry out of which I struggle to carve out ...
Page 128
inhabit the same world , that we are both engaged in the collective struggle to
claim our voice , to be heard , to become visible . While not free of overt ,
sometimes physical violence against women ( McDonald , 1990 , 1991 , 1992 ) ,
schools ...
inhabit the same world , that we are both engaged in the collective struggle to
claim our voice , to be heard , to become visible . While not free of overt ,
sometimes physical violence against women ( McDonald , 1990 , 1991 , 1992 ) ,
schools ...
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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