Without a Word: Teaching Beyond Women's SilenceRoutledge, 1993 - 207 pages |
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Page 165
... dynamics in the classroom at that moment , we made it possible to ask what cultural / political forms might articulate caretaking as a reciprocal process between women and men . This teaching strategy is central to my pedagogical agenda ...
... dynamics in the classroom at that moment , we made it possible to ask what cultural / political forms might articulate caretaking as a reciprocal process between women and men . This teaching strategy is central to my pedagogical agenda ...
Page 179
... dynamics that are generated by our topic and subsequent dis- cussion . These practices included : shifting our focus from larger social issues to the dynamics in the classroom so that we might explore the relationship between the two ...
... dynamics that are generated by our topic and subsequent dis- cussion . These practices included : shifting our focus from larger social issues to the dynamics in the classroom so that we might explore the relationship between the two ...
Page 206
... dynamics in the classroom , 157-65 Queen's University , 152 Question asking , 168–69 Question of Silence , A , 31–37 Quilting , 27 Racism , 4 , 141 , 148 , 149 Radford - Hill , Sheila , 4 , 172 Radical pedagogy , 157 Radway , Janice ...
... dynamics in the classroom , 157-65 Queen's University , 152 Question asking , 168–69 Question of Silence , A , 31–37 Quilting , 27 Racism , 4 , 141 , 148 , 149 Radford - Hill , Sheila , 4 , 172 Radical pedagogy , 157 Radway , Janice ...
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