Without a Word: Teaching Beyond Women's SilenceRoutledge, 1993 - 207 pages |
From inside the book
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Page 130
... felt our exclusion more and more intensely the more we struggled to find room for our voices and to locate ourselves in the discourse . Because patriarchy organizes the political and economic forms within which we must survive ...
... felt our exclusion more and more intensely the more we struggled to find room for our voices and to locate ourselves in the discourse . Because patriarchy organizes the political and economic forms within which we must survive ...
Page 156
... felt I was speaking from inside brackets , like walls I couldn't be heard past . I got tired of not being heard so I stopped speaking altogether . -I often tried to bring up examples of famous women in class because I thought it was ...
... felt I was speaking from inside brackets , like walls I couldn't be heard past . I got tired of not being heard so I stopped speaking altogether . -I often tried to bring up examples of famous women in class because I thought it was ...
Page 161
... felt to be an indictment of men in general and the men in the classroom in particular ? Specifically , how could I help them focus on social organizational practices , rather than on the men sitting next to them in the classroom ? I ...
... felt to be an indictment of men in general and the men in the classroom in particular ? Specifically , how could I help them focus on social organizational practices , rather than on the men sitting next to them in the classroom ? I ...
Contents
DISRUPTING | 18 |
TAKING OUR PLACE IN THE ACADEMY | 50 |
AFTER THE WORDS | 181 |
Copyright | |
2 other sections not shown
Common terms and phrases
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