Without a Word: Teaching Beyond Women's SilenceRoutledge, 1993 - 207 sider |
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Side 16
... offer are intended as concrete moments of transformative possibilities that do not pre- sume to offer teaching strategies , but rather suggest analytical context from within which such strategies may be developed . The question posed by ...
... offer are intended as concrete moments of transformative possibilities that do not pre- sume to offer teaching strategies , but rather suggest analytical context from within which such strategies may be developed . The question posed by ...
Side 155
... offer understandings students might develop and bring to bear on their own experiences ( Lather , 1988 ) . Yet , I also realize that attending to feminist poli- tics and cultural critique in the classroom requires difficult emotional ...
... offer understandings students might develop and bring to bear on their own experiences ( Lather , 1988 ) . Yet , I also realize that attending to feminist poli- tics and cultural critique in the classroom requires difficult emotional ...
Side 177
... offer validating and supplementary educational options without transforming the conditions under which we learn . By ... offering the opportunity to claim relevance for the lives they live as the source of legitimate knowledge . On the ...
... offer validating and supplementary educational options without transforming the conditions under which we learn . By ... offering the opportunity to claim relevance for the lives they live as the source of legitimate knowledge . On the ...
Innhold
DISRUPTING | 18 |
TAKING OUR PLACE IN THE ACADEMY | 50 |
AFTER THE WORDS | 181 |
Opphavsrett | |
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Vanlige uttrykk og setninger
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