Women Teaching for Change: Gender, Class & Power
Applying theory to practice, Women Teaching for Change reveals the complexity of being a feminist teacher in a public school setting, in which the forces of sexism, racism, and classism, which so characterize society as a whole, are played out in multiracial, multicultural classrooms. |
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Página 15
However , societies are not homogeneous , but contain com- peting classes ; the dominant intellectuals will be the transmitters of the hegemonic ideology of the dominant class . Their function is ob- viously of great importance , since ...
However , societies are not homogeneous , but contain com- peting classes ; the dominant intellectuals will be the transmitters of the hegemonic ideology of the dominant class . Their function is ob- viously of great importance , since ...
Página 19
Instead , the studies emerging from the CCCS argued that actions and cultural patterns that have been labeled deviant can be viewed instead as acts of resistance by individuals and groups against a dominant culture that has exploited ...
Instead , the studies emerging from the CCCS argued that actions and cultural patterns that have been labeled deviant can be viewed instead as acts of resistance by individuals and groups against a dominant culture that has exploited ...
Página 139
The black boy then can call upon his dominant position as a male in a sexist society to oppose her power as white in a ... When that conflict occurs , the white woman teacher may fall back on her dominance in the teacher / student ...
The black boy then can call upon his dominant position as a male in a sexist society to oppose her power as white in a ... When that conflict occurs , the white woman teacher may fall back on her dominance in the teacher / student ...
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Contenido
CHAPTER TWO Feminist Analyses of Gender | 27 |
CHAPTER THREE Feminist Methodology | 57 |
CHAPTER FOUR The Dialectics of Gender in | 73 |
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accepted actions administrators analysis argues attempt become boys called classroom clear complex concept concerned consciousness course create critical critical pedagogy critique cultural deeply defined develop discourse discussion dominant educational educational theory effect emphasize encourage example existing experience expressed feel feminism feminist teachers focus forces forms gender girls goals hegemony high school human ideology important individual influenced institutions interests issues kids kind knowledge limits lives look male material meaning movement nature oppression particular pedagogy political position possible practices present production question race racism raising reality recognize reflect relations relationships reproduction resistance role seen sense sexism sexual social society structure struggle studies subjects teaching texts theoretical theorists theory things traditional understand values woman women women teachers working-class
Referencias a este libro
Practice Makes Practice: A Critical Study of Learning to Teach, Revised Edition Deborah P. Britzman Vista previa limitada - 2003 |
Identity and Language Learning: Gender, Ethnicity and Educational Change Bonny Norton Sin vista previa disponible - 2000 |
Información bibliográfica
| Título | Women Teaching for Change: Gender, Class & Power Critical studies in education series |
| Autor | Kathleen Weiler |
| Editor | Bergin & Garvey Publishers, 1988 |
| Procedencia del original | Universidad de Michigan |
| Digitalizado | 27 Ago. 2007 |
| ISBN | 0897891279, 9780897891271 |
| Largo | 174 páginas |
| Exportar cita | BiBTeX EndNote RefMan |