Without a Word: Teaching Beyond Women's SilenceTaylor & Francis, 2024 M10 31 - 222 páginas The question of women’s silence within academic settings has received a great deal of attention. And much feminist educational scholarship has devoted itself to creating spaces where women’s stories and experiences can be told. Without a Word (first published in 1993) raises the question of women’s silence from a radical new perspective, lending at long last a theoretical basis and sophistication to this important issue. The author considers the subject of silence from a variety of conceptual and practical perspectives. When does silene occur among women? How does it emerge? What are its complex origins? What are its devastating effects? Lewis also discusses the different types of silence: the one which is an expression of a woman’s oppression and the one which is her act of revolt. Actual classroom interactions, student experiences, literary and filmic depictions of women, and her own personal voice are the material from which Lewis crafts her powerful theory. Intended to offer an understanding of the subject which can help feminists and teachers struggling to change the nature and dynamics of classroom experience for all students, Without a Word dramatizes the issue of silence in a way that moves beyond the mere need for women to speak and be heard. This book is a must read for students and researchers of education, feminist studies, women studies, and sociology. |
Dentro del libro
Resultados 1-5 de 44
... desire to share and have confirmed as legitimate this text which had so much consumed and isolated me during its writing. Writing is always an exercise in contradictions and no more so than in the writing of a book. We do not work in a ...
... desire, and age, ask myself how it might be possible to formulate a conceptual understanding of women's silence not, as has been traditionally the case, as a lack that concretely reaffirms women's nonexistence, but rather as the source ...
... desires. What sets feminism apart from other forms of transformative practice is its explicit focus on generating suggestions for practice based on experience. I take de Lauretis' (1984) meaning of experience by which she means: a ...
... desires in the realm of the personal which are lived through the concrete dynamics of family , friends , students , colleagues , commitments , obligations , work , social , moral and ethical imperatives . But I also did not want to ...
... desire to expose the " dangerous memories " of our social and cultural realities brings us to a place from which we can speak only very quietly- often tentatively— always with a fragile trembling like china on an insecure wall mount ...
Contenido
A Question of Silence | |
Conclusion | |
TAKING OUR PLACE IN THE ACADEMY | |
SCHOOLING AND THE STRUGGLE FOR SELF | |
FEMINIST STUDENT IN THE CLASSROOM | |
FEMINIST TEACHER IN THE CLASSROOM | |
AFTER THE WORDS | |
INDEX | |