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. |
From inside the book
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Page v
... And now when I read I try to locate the author as a person of a particular gender, race, and class. But it is only looking back over this work that I see how an individual work is the product of collective concerns.
... And now when I read I try to locate the author as a person of a particular gender, race, and class. But it is only looking back over this work that I see how an individual work is the product of collective concerns.
Page vii
... Literacy 101 CHAPTER SIX Gender, Race and Class in the Feminist Classroom 125 CHAPTER SEVEN Conclusion 147 Bibliography 155 Index 165 This page intentionally left blank Introduction by Henry A. Giroujc vii Table of Contents.
... Literacy 101 CHAPTER SIX Gender, Race and Class in the Feminist Classroom 125 CHAPTER SEVEN Conclusion 147 Bibliography 155 Index 165 This page intentionally left blank Introduction by Henry A. Giroujc vii Table of Contents.
Page xi
... relations that the ideological and material space emerges within schools for developing the insights and forms of radical pedagogy necessary to organize gender, race, and class considerations as part of an emancipatory project.
... relations that the ideological and material space emerges within schools for developing the insights and forms of radical pedagogy necessary to organize gender, race, and class considerations as part of an emancipatory project.
Page xii
... within asymmetrical relations of power, always engages specific cultural forms and experiences which generate different sets of understandings for teachers and students with respect to the categories of gender, race, and class.
... within asymmetrical relations of power, always engages specific cultural forms and experiences which generate different sets of understandings for teachers and students with respect to the categories of gender, race, and class.
Page 2
This theoretical analysis raises the question of the connection between schools and class interests, patriarchy, and race. It attempts to locate individual struggle and action in relation to larger economic and social forces.
This theoretical analysis raises the question of the connection between schools and class interests, patriarchy, and race. It attempts to locate individual struggle and action in relation to larger economic and social forces.
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Contents
| 1 | |
CHAPTER TWO Feminist Analyses of Gender and Schooling | 27 |
CHAPTER THREE Feminist Methodology | 57 |
CHAPTER FOUR The Dialectics of Gender in the Lives of Feminist Teachers | 73 |
CHAPTER FIVE The Struggle for a Critical Literacy | 101 |
CHAPTER SIX Gender Race and Class in the Feminist Classroom | 125 |
CHAPTER SEVEN Conclusion | 147 |
Bibliography | 155 |
Index | 165 |
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Common terms and phrases
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 Gramsci 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 working-class
Popular passages
Page xiv - The word in language is half someone else's. It becomes "one's own" only when the speaker populates it with his own intention, his own accent, when he appropriates the word, adapting it to his own semantic and expressive intention.
Page 130 - Language is not a neutral medium that passes freely and easily into the private property of the speaker's intentions, it is populated - overpopulated - with the intentions of others. Expropriating it, forcing it to submit to one's own intentions and accents, is a difficult and complicated process.
Page 58 - A man never begins by presenting himself as an individual of a certain sex; it goes without saying that he is a man.
Page 15 - The starting-point of critical elaboration is the consciousness of what one really is, and is 'knowing thyself as a product of the historical process to date, which has deposited in you an infinity of traces, without leaving an inventory.
Page 16 - Every social group, coming into existence on the original terrain of an essential function in the world of economic production, creates together with itself, organically, one or more strata of intellectuals which give it homogeneity and an awareness of its own function not only in the economic but also in the social and political fields.
Page 15 - Hegemony, in this sense, might be defined as an 'organizing principle...
Page 26 - I mean to imply not simply the tracing of descent through the father . . . but any kind of group organization in which males hold dominant power and determine what part females shall and shall not play, and in which capabilities assigned to women are relegated generally to the mystical and aesthetic and excluded from the practical and political realms, (p.
Page 15 - The personality is strangely composite: it contains Stone Age elements and principles of a more advanced science, prejudices from all past phases of history at the local level and intuitions of a future philosophy which will be that of a human race united the world over.
Page 63 - It requires, further, that the mythology of 'hygienic' research with its accompanying mystification of the researcher and the researched as objective instruments of data production be replaced by the recognition that personal involvement is more than dangerous bias — it is the condition under which people come to know each other and to admit others into their lives.
Page 30 - ... sex-blind. Only a specifically feminist analysis reveals the systemic character of relations between men and women. Yet feminist analysis by itself is inadequate because it has been blind to history and insufficiently materialist. Both marxist analysis, particularly its historical and materialist method, and feminist analysis, especially the identification of patriarchy as a social and historical structure, must be drawn upon if we are to understand the development of western capitalist societies...
Bibliographic information
| Title | Women Teaching for Change: Gender, Class & Power Critical studies in education series |
| Author | Kathleen Weiler |
| Publisher | Greenwood Publishing Group, 1988 |
| ISBN | 0897891287, 9780897891288 |
| Length | 174 pages |
| Export Citation | BiBTeX EndNote RefMan |