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 xiv
... taught me how to negoti- ate the world of academe without losing my soul . For this I am eternally grateful . Wendy Kohli , my colleague , fellow ' good girl ' , neighbour , yoga buddy , and dear friend , provides daily reminders that I ...
... taught me how to negoti- ate the world of academe without losing my soul . For this I am eternally grateful . Wendy Kohli , my colleague , fellow ' good girl ' , neighbour , yoga buddy , and dear friend , provides daily reminders that I ...
Page 3
... taught high school social studies for five years I returned to graduate school in the hope that I would come to understand why , in a profession that is predom- inately made up of women , women's experiences and writings have been ...
... taught high school social studies for five years I returned to graduate school in the hope that I would come to understand why , in a profession that is predom- inately made up of women , women's experiences and writings have been ...
Page 76
... taught every period of the day , you had large classes . I remember in Gilman that we had forty , we were allowed a maximum of forty chairs in a room , and I had forty - two enrolled in a class . . . And I taught as many as 200 kids a ...
... taught every period of the day , you had large classes . I remember in Gilman that we had forty , we were allowed a maximum of forty chairs in a room , and I had forty - two enrolled in a class . . . And I taught as many as 200 kids a ...
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 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