Without a Word: Teaching Beyond Women's SilenceRoutledge, 1993 - 207 pages |
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Page 39
... challenge , of annihila- tion . But most of all I think , we fear for the very visibility without which we cannot truly live . ( 1980 , pp . 20–21 ) Practically , this means that , as teachers , we need to be willing to share ( indeed ...
... challenge , of annihila- tion . But most of all I think , we fear for the very visibility without which we cannot truly live . ( 1980 , pp . 20–21 ) Practically , this means that , as teachers , we need to be willing to share ( indeed ...
Page 67
... challenge the androcentric biases of their other courses . This does not always gain them favor . Their experiences reflect how difficult this is to do in the face of resistance and the determined power of the status quo to hold firm ...
... challenge the androcentric biases of their other courses . This does not always gain them favor . Their experiences reflect how difficult this is to do in the face of resistance and the determined power of the status quo to hold firm ...
Page 169
... challenge the men in the class to take up not women's subordination but their own positions of privilege . Given the social realities of violence against women , the male student was no more able to answer his own question than it might ...
... challenge the men in the class to take up not women's subordination but their own positions of privilege . Given the social realities of violence against women , the male student was no more able to answer his own question than it might ...
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