Subject to Fiction: Women Teachers' Life History Narratives and the Cultural Politics of ResistanceSituated 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 14
Born in the South in the 1920s , Cleo's desire to resist the patriarchal script for women was narrated in her tales of travel , adventure and pursuing aca- demic interests in history and economics in which she was always ' one of the ...
Born in the South in the 1920s , Cleo's desire to resist the patriarchal script for women was narrated in her tales of travel , adventure and pursuing aca- demic interests in history and economics in which she was always ' one of the ...
Page 78
Had she internalized patriarchal norms so well that she was merely acting out the role as the ' dutiful and appropriately meek daughter ? ' ( Jacobs 1992 ) . Perhaps what was troubling me was that her story of deference positioned her ...
Had she internalized patriarchal norms so well that she was merely acting out the role as the ' dutiful and appropriately meek daughter ? ' ( Jacobs 1992 ) . Perhaps what was troubling me was that her story of deference positioned her ...
Page 110
As women in a patriarchal society , their refusal to acknowledge dominant power relationships signified their understanding of exclusion from these power relationships and represented an attempt to subvert their reproduc- tion .
As women in a patriarchal society , their refusal to acknowledge dominant power relationships signified their understanding of exclusion from these power relationships and represented an attempt to subvert their reproduc- tion .
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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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Expressions et termes fréquents
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 expectations experiences false consciousness femininity feminism feminist fiction focus form of resistance Foucault functions gender identity gender ideologies gender norms 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 rejection research process research relationship rewrite role self-representation sense 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
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Informations bibliographiques
| Titre | Subject to Fiction: Women Teachers' Life History Narratives and the Cultural Politics of Resistance Feminist educational thinking |
| Auteur | Petra Munro Hendry |
| Édition | illustrée |
| Éditeur | Open University Press, 1998 |
| Original provenant de | l'Université du Michigan |
| Numérisé | 31 oct. 2008 |
| ISBN | 0335200796, 9780335200795 |
| Longueur | 153 pages |
| Exporter la citation | BiBTeX EndNote RefMan |