Without a Word: Teaching Beyond Women's Silence |
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Page 12
... understanding experience - and , therefore , understand- ing where and how one might begin the critique of gendered social / pedagogical practices — is no simple matter . Experience does not speak for itself ; it is not the site of ...
... understanding experience - and , therefore , understand- ing where and how one might begin the critique of gendered social / pedagogical practices — is no simple matter . Experience does not speak for itself ; it is not the site of ...
Page 41
... understand why we might refuse to speak . This is not to say that " the world as it is constituted by men in authority over that of women " ( Smith , 1987 , p . 86 ) does not often and concretely silence us against our will . To be sure ...
... understand why we might refuse to speak . This is not to say that " the world as it is constituted by men in authority over that of women " ( Smith , 1987 , p . 86 ) does not often and concretely silence us against our will . To be sure ...
Page 73
... understanding of her social world ( although I do not rule out the possibility that she might have achieved new understandings as a result of her participation in this research ) , but for me to understand mine . The questions raised by ...
... understanding of her social world ( although I do not rule out the possibility that she might have achieved new understandings as a result of her participation in this research ) , but for me to understand mine . The questions raised by ...
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