Women Teaching for Change: Gender, Class & Power
Greenwood Publishing Group, 1988 - 174 páginas
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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... Weiler situates her analysis in the view that power, as both the medium and the expression of wider structural relations and social forms, positions subjects within ideological matrixes of constraint and possibility.
... order which denies their realization.2 In attempting to develop this position further theoretically, Weiler turns to feminist theory to illuminate how human agency is opera- tionalized in particular forms of resistance and struggle.
She rightly criticizes those dogmatic strands within critical pedagogy which assume that a theoretically correct position is all that is needed for students to acquire an alternative reading of the world. She also rejects the prevailing ...
For a similar analysis of this position, see Peter McLaren, review of God's Choice: The Total World of a Fundamentalist Christian School, by Alan Peshkin, in American Journal of Education (forthcoming). 5. David Lusted, "Why Pedagogy?
... underlying view that students are shaped by their experiences in schools to internalize or accept a subjectivity and a class position that leads to the reproduction of existing power relationships and social and economic structures.
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CHAPTER TWO Feminist Analyses of Gender and Schooling
CHAPTER THREE Feminist Methodology
CHAPTER FOUR The Dialectics of Gender in the Lives of Feminist Teachers
CHAPTER FIVE The Struggle for a Critical Literacy
CHAPTER SIX Gender Race and Class in the Feminist Classroom
CHAPTER SEVEN Conclusion
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Practice Makes Practice: A Critical Study of Learning to Teach, Revised Edition
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Identity and Language Learning: Gender, Ethnicity and Educational Change
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