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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Page v
My experiences as a woman and as a teacher have clearly led me to this topic. At the same time, the arguments and ideas discussed here are the product of collective work, even though they are written by an individual.
My experiences as a woman and as a teacher have clearly led me to this topic. At the same time, the arguments and ideas discussed here are the product of collective work, even though they are written by an individual.
Page vi
If the analysis of schooling and teaching I have presented is the product of a wider theoretical debate, the political and critical pedagogy I have documented here is the collective product of the women I interviewed.
If the analysis of schooling and teaching I have presented is the product of a wider theoretical debate, the political and critical pedagogy I have documented here is the collective product of the women I interviewed.
Page xi
Weiler also brings into focus a wide range of questions concerning the relations of power and struggles that feminist administrators and teachers have to face in an urban public high school. In doing so, she breaks new theoretical ...
Weiler also brings into focus a wide range of questions concerning the relations of power and struggles that feminist administrators and teachers have to face in an urban public high school. In doing so, she breaks new theoretical ...
Page xii
Women Teaching for Change challenges the reader to understand schooling and critical pedagogy as a form of cultural politics. By utilizing the concept of "voice" as a pedagogical category to examine the interaction of teachers and ...
Women Teaching for Change challenges the reader to understand schooling and critical pedagogy as a form of cultural politics. By utilizing the concept of "voice" as a pedagogical category to examine the interaction of teachers and ...
Page xiii
Voice in this sense represents those multiple subjectivities, discourses, and biographies that constitute teachers and students alike within relations of power, history, and experience. As a referent for empowerment, the category of ...
Voice in this sense represents those multiple subjectivities, discourses, and biographies that constitute teachers and students alike within relations of power, history, and experience. As a referent for empowerment, the category of ...
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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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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 |