Women Teaching for Change: Gender, Class and PowerApplying 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. A fine book, a rich melding of critical theory in education, feminist literature, and pedagogical experience and expertise. Maxine Green, Columbia University |
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seen as the means of rationally distributing individuals in what is conceived as a basically just society . Reforms are seen as adjustments of a fundamentally sound system of the social allocation of human beings .
seen as the means of rationally distributing individuals in what is conceived as a basically just society . Reforms are seen as adjustments of a fundamentally sound system of the social allocation of human beings .
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5 ) Thus although " all men are intellectuals ... not all men have in society the function of intellectuals . " ( Gramsci , 1971 , p . 9 ) Gramsci argues that in any society certain individuals will serve what is essentially an ...
5 ) Thus although " all men are intellectuals ... not all men have in society the function of intellectuals . " ( Gramsci , 1971 , p . 9 ) Gramsci argues that in any society certain individuals will serve what is essentially an ...
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In rejecting the possibilty of value - free research , feminists instead assert their com- mitment to changing the position of women and therefore to changing society . This overt commitment to women's rights , which is shared by women ...
In rejecting the possibilty of value - free research , feminists instead assert their com- mitment to changing the position of women and therefore to changing society . This overt commitment to women's rights , which is shared by women ...
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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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Términos y frases comunes
Althusser analysis argues Arnot black girls Bourdieu classism classroom discourse complex concept conflict consciousness consciousness raising counter-hegemony create critical consciousness critical educational theory critical pedagogy critique cultural production curriculum deeply influenced defined discussion dominant emphasize existing experience feminism feminist methodology feminist research feminist teachers feminist theory focus Freire gender and schooling Giroux goals Gramsci hegemonic ideology hegemony high school human ideological state apparatuses individual institutions issues kids kind knowledge Learning to Labour lives male Marxist material McRobbie meaning middle-class movement oppression patriarchal Paulo Freire political practices question race racism recognize reproduction theory resistance role of schools sense sexism sexual social reality social relationships socialist feminism socialist feminist structure struggle subcultures subjects teachers and administrators teachers and students teaching texts theoretical theorists traditional U.S. society understand values Weiler Willis woman women administrators women teachers women's studies working-class girls
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 and Power Critical studies in education series |
| Autor | Kathleen Weiler |
| Editor | Bloomsbury Academic, 1988 |
| Procedencia del original | Universidad de Michigan |
| Digitalizado | 27 Ago. 2007 |
| ISBN | 0897891279, 9780897891271 |
| Largo | 174 páginas |
| Exportar cita | BiBTeX EndNote RefMan |