Without a Word: Teaching Beyond Women's Silence |
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Page 28
room having failed to find anything definitive by way of evidence of the woman ' s
guilt or innocence . In closing the story , I quote at length from the written text :
Again , for one final moment , the two women were alone in that kitchen . Martha
...
room having failed to find anything definitive by way of evidence of the woman ' s
guilt or innocence . In closing the story , I quote at length from the written text :
Again , for one final moment , the two women were alone in that kitchen . Martha
...
Page 106
However , it is important to question as well the embeddedness of the idea that
women ' s creative / economic ... into the routines of our daily life and to be
tolerated only so long as it does not effect our responsibilities for woman / mother
work .
However , it is important to question as well the embeddedness of the idea that
women ' s creative / economic ... into the routines of our daily life and to be
tolerated only so long as it does not effect our responsibilities for woman / mother
work .
Page 130
Independently , we women felt our exclusion more and more intensely the more
we struggled to find room for our voices ... When a woman and a man began
speaking at the same time , the woman was expected to defer to the man and
most ...
Independently , we women felt our exclusion more and more intensely the more
we struggled to find room for our voices ... When a woman and a man began
speaking at the same time , the woman was expected to defer to the man and
most ...
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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
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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