Without a Word: Teaching Beyond Women's SilenceRoutledge, 1993 - 207 pages |
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Page 5
... believe that : only the willingness to share private and sometimes painful experience can enable women to create a collective description of the world which will be truly ours . ( 1986a , p . 16 ) It is precisely because of the power of ...
... believe that : only the willingness to share private and sometimes painful experience can enable women to create a collective description of the world which will be truly ours . ( 1986a , p . 16 ) It is precisely because of the power of ...
Page 68
... believe , because we lack the organ of power , a condition that , because it is so singularly unchangeable , would leave us for ever negated against our desires , but because we lack job opportunities , ade- quate day care and home help ...
... believe , because we lack the organ of power , a condition that , because it is so singularly unchangeable , would leave us for ever negated against our desires , but because we lack job opportunities , ade- quate day care and home help ...
Page 176
... believe that it is not always clear what practices attend these abstractions . I believe , first , that women don't need to be taught what we already know : fundamentally , that women are exempted from a culture to which our productive ...
... believe that it is not always clear what practices attend these abstractions . I believe , first , that women don't need to be taught what we already know : fundamentally , that women are exempted from a culture to which our productive ...
Table des matières
DISRUPTING | 18 |
TAKING OUR PLACE IN THE ACADEMY | 50 |
AFTER THE WORDS | 181 |
Droits d'auteur | |
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Expressions et termes fréquents
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