Without a Word: Teaching Beyond Women's SilenceRoutledge, 1993 - 207 pages |
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Page 152
... cultural artifact or practice of their choice . Students examine how the artifact or practice reflects the social / cultural context out of which it has arisen . The purpose of the assignment is to help students develop their skills in ...
... cultural artifact or practice of their choice . Students examine how the artifact or practice reflects the social / cultural context out of which it has arisen . The purpose of the assignment is to help students develop their skills in ...
Page 187
... cultural , social , economic , and gender diversity . The metaphors through which we choose to describe ourselves in the schooling curriculum , whether of the " mosaic " or the " melting pot , ” celebrate identifiable difference even as ...
... cultural , social , economic , and gender diversity . The metaphors through which we choose to describe ourselves in the schooling curriculum , whether of the " mosaic " or the " melting pot , ” celebrate identifiable difference even as ...
Page 190
... cultural , and economic groups are able to renege ownership of the knowledge they derive from their experience and instead call it univer- sal and objective . This privilege speaks more about their power than about the " truths " they ...
... cultural , and economic groups are able to renege ownership of the knowledge they derive from their experience and instead call it univer- sal and objective . This privilege speaks more about their power than about the " truths " they ...
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