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 xii
duced through ideological considerations and interests that confront the realities of school life through a project of possibility , that is , through a project that attempts to study reality in order to change it , to interrogate ...
duced through ideological considerations and interests that confront the realities of school life through a project of possibility , that is , through a project that attempts to study reality in order to change it , to interrogate ...
Página 126
But teachers are also subjects , with historically situated interests . Teachers also draw upon power ... course have a vested interest in maintaining their own gender privilege , particularly if they face race or class oppression .
But teachers are also subjects , with historically situated interests . Teachers also draw upon power ... course have a vested interest in maintaining their own gender privilege , particularly if they face race or class oppression .
Página 136
In this way , she is not a neutral facilitator in the classroom , but has identified her own interests and thus intervenes in a gender conflict on the side of the girls and in opposition to the boys . This is precisely what the other ...
In this way , she is not a neutral facilitator in the classroom , but has identified her own interests and thus intervenes in a gender conflict on the side of the girls and in opposition to the boys . This is precisely what the other ...
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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 approach 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 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 | 31 Oct. 2008 |
| ISBN | 0897891279, 9780897891271 |
| Largo | 174 páginas |
| Exportar cita | BiBTeX EndNote RefMan |