Without a Word: Teaching Beyond Women's SilenceRoutledge, 1993 - 207 pages |
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Page 3
... requires more than offering women spaces within which to speak but which foreclose serious challenges to those phallocentric discourses which have limited and violated us , it requires more than “ including women " in the curriculum . I ...
... requires more than offering women spaces within which to speak but which foreclose serious challenges to those phallocentric discourses which have limited and violated us , it requires more than “ including women " in the curriculum . I ...
Page 21
... requires a discursive system that prioritizes , not only concretely in terms of social practice , but as well symbolically in terms of assigned meaning , men's words over the words of women . Phallocentrism is that sort of discursive ...
... requires a discursive system that prioritizes , not only concretely in terms of social practice , but as well symbolically in terms of assigned meaning , men's words over the words of women . Phallocentrism is that sort of discursive ...
Page 54
... requires the embodiment of a sub- jectivity conscious of her own subordination . It requires the concrete articulation of a body knowledge — that fusion of the mind and body — as the primary site of our oppression through which our ...
... requires the embodiment of a sub- jectivity conscious of her own subordination . It requires the concrete articulation of a body knowledge — that fusion of the mind and body — as the primary site of our oppression through which our ...
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