Without a Word: Teaching Beyond Women's SilenceRoutledge, 1993 - 207 páginas |
Dentro del libro
Resultados 1-3 de 24
Página 178
... curriculum . Specific political moments arise exactly because of the content of the course . As is suggested by Gayle MacDonald : the process by which teaching occurs in a feminist classroom is one which is very different from technique ...
... curriculum . Specific political moments arise exactly because of the content of the course . As is suggested by Gayle MacDonald : the process by which teaching occurs in a feminist classroom is one which is very different from technique ...
Página 184
... curriculum and schooling practice create knowledge that so sys- tematically makes less of the many and gives power to the few ? I am continually astonished how many women carry the legacy of our edu- cational history even into graduate ...
... curriculum and schooling practice create knowledge that so sys- tematically makes less of the many and gives power to the few ? I am continually astonished how many women carry the legacy of our edu- cational history even into graduate ...
Página 200
... Curriculum Theory and Classroom Practice . Dayton , Ohio . McDonald , B. ( 1992 ) . How to Raise Hell in Gentle Ways and Be Heard : The Personal is Political . Paper presented at the JCT : Conference on Curriculum Theory and Classroom ...
... Curriculum Theory and Classroom Practice . Dayton , Ohio . McDonald , B. ( 1992 ) . How to Raise Hell in Gentle Ways and Be Heard : The Personal is Political . Paper presented at the JCT : Conference on Curriculum Theory and Classroom ...
Contenido
DISRUPTING | 18 |
TAKING OUR PLACE IN THE ACADEMY | 50 |
AFTER THE WORDS | 181 |
Derechos de autor | |
Otras 2 secciones no mostradas
Términos y frases comunes
academy analysis anger articulate asked become begin believe body challenge classroom collective concern concrete constructed context continue course create culture desire discourse dominant dynamics economic engaged experience expression feel feminism feminist forms gender graduate groups hand important individuals intellectual interests issues knowledge language learning lives look male marginalization marked Meagan meaning moment moments mother never offer oppression ourselves particular patriarchy pedagogical perspective phallocentric political position possibilities practices present Press privilege question reality reflect relations relationship response seemed sense sexual shared silence situation social space speak specific stories struggle subjectivity subordination suggests teacher teaching tell things tion transformative turn understanding University violation voices wish woman women writing young