Subject to Fiction: Women Teachers' Life History Narratives and the Cultural Politics of ResistanceOpen University Press, 1998 - 153 pages Situated within current feminist/poststructuralist theories regarding the subject, this book focuses on the lives of three women teachers and their narrative strategies to author themselves as active agents within and against the essentializing discourses of teaching. The text argues that the complex and contradictory ways in which these women construct themselves as subjects, while simultaneously disrupting the notion of a unitary subject, point to new ways of thinking about subjectivity, resistance, power and agency. The implications of this, alleged, reconceptualization for feminist theorizing, curriculum theory and life history research are woven throughout the book. |
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Page 13
... teaching at 18 years old in a one - room school , graduated in 1924 with a degree in Early Childhood Education from ... enter teaching coincided with what Lynn Gordon ( 1990 ) described as a period ( 1890–1920 ) of female ...
... teaching at 18 years old in a one - room school , graduated in 1924 with a degree in Early Childhood Education from ... enter teaching coincided with what Lynn Gordon ( 1990 ) described as a period ( 1890–1920 ) of female ...
Page 45
... teaching at all ' : disrupting ' women's true profession ' According to Patricia Carter ( 1992 : 127 ) , throughout ... enter teaching . At first , I didn't think of teaching at all and then I had two aunts who were teachers and an ...
... teaching at all ' : disrupting ' women's true profession ' According to Patricia Carter ( 1992 : 127 ) , throughout ... enter teaching . At first , I didn't think of teaching at all and then I had two aunts who were teachers and an ...
Page 46
... enter teaching not as merely complying with domi- nant ideologies but as an active subject writing her own story . Agnes simul- taneously resists and appropriates hegemonic gender discourses . Her appropriation of dominant ideologies ...
... enter teaching not as merely complying with domi- nant ideologies but as an active subject writing her own story . Agnes simul- taneously resists and appropriates hegemonic gender discourses . Her appropriation of dominant ideologies ...
Table des matières
impossible fictions | 1 |
1 | 16 |
It is not what you teach but who you are | 43 |
Droits d'auteur | |
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active activist agency Agnes Agnes's Alice Temple authority believe bell hooks Bettina Aptheker body Bonnie's career central Chicago classroom Cleo Cleo's story collaborative College complex concepts conflicting construction contradictory critical critical theory cultural curriculum decision deferral despite discourse of professionalism discourse of teaching disrupt dominant gender dominant ideologies drifter embedded engaged enter teaching experiences false consciousness femininity feminism feminist fiction focus form of resistance Foucault functions gender identity gender ideologies gender norms grandmother highlighted historians interpreted interviews lives maintain male marriage plot masculinist means Minh-ha moves into administration Munro narrative nature negotiation neo-Marxist notions oppression patriarchal political poststructuralism poststructuralist power relations progressivism reflected regulation research process research relationship rewrite role self-representation simultaneously social studies Stevenson High School struggle subject position subvert suggests teaching as women's theory things tion traditional understanding of resistance unitary University voice woman women teachers women's true profession