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 47
Marshall quit school and took care of the farm . We rented the farm and moved to Emporia so we could all be together in better schools . In 1915 , at 18 years old , Agnes , now the oldest child , was responsible for her mother ...
Marshall quit school and took care of the farm . We rented the farm and moved to Emporia so we could all be together in better schools . In 1915 , at 18 years old , Agnes , now the oldest child , was responsible for her mother ...
Page 58
In taking up the role of supervisor , Agnes took part in the ' pro- fessionalization ' of the field . In other words one interpretation of her choice could be that she was complicit in the discourse of scientific efficiency .
In taking up the role of supervisor , Agnes took part in the ' pro- fessionalization ' of the field . In other words one interpretation of her choice could be that she was complicit in the discourse of scientific efficiency .
Page 76
When you took a job teaching you 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 .
When you took a job teaching you 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 .
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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 |