Repositioning feminism and education : perspectives on educating for social change

Author(s)

• Jipson, Janice

Bibliographic Information

Repositioning feminism and education : perspectives on educating for social change

Janice Jipson ... [et al.] ; foreword by Kathleen Weiler

（Critical studies in education and culture series）

Bergin & Garvey, 1995

• : alk. paper
• : pbk. : alk. paper

Other Title

Repositioning feminism & education

Note

Includes bibliographical references (p. [247]-256) and index

Description and Table of Contents

Volume

: alk. paper ISBN 9780897894364

Description

This book presents testimony of feminisms in process. The accounts are filled with tensions, not least an uneasiness with feminism itself, and the question of what exactly it means to be a feminist in education in the contemporary world. It is their respect for their own differences and the honesty with which they write that makes this such a rich text. From the Foreword by Kathleen Weiler Educators committed to social change face the common dilemma of how to take up the work of transformation without reinscribing systems of domination. The struggle with the concept of imposition is central to the emergence of many educators' identities and provides a site for exploring the complex relationship between power, knowledge, and teacher identity. This book chronicles the collaborative efforts of five diverse women educators (Native American, European, Jewish American, rural, midwestern, working class) to grapple with the tensions of taking up a political position while honoring the cultural, social, and historical context of others. Their dialogue across feminist, critical, and postmodern theories and practices explores the process of fusing theory with political work in the world. What emerges is the continual repositioning and disruption of taken for granted meanings as central to enhancing emancipatory education.

Table of Contents

Series Foreword by Henry A. Giroux Foreword by Kathleen Weiler Acknowledgments Preface Introduction The Location of Politics Teacher/Mother: An Imposition of Identity by Janice Jipson Becoming the Good Mother: The Emergent Curriculum of Adolescent Mothers by Susan Victor Multi-Cultural Curriculum Development in a Multiple-Cultural Context by Karen Froude-Jones Here I Go Again: Supervision, Defining a Cultural Role Gretchen Freed-Rowland Speculations: Constructing a Feminist Supervision Identity by Petra Munro Appreciating Dissonance: Multiple Perspectives on Collaboration Getting Lost Multiple "Is": Dilemmas of Life History Research by Petra Munro Is Collaborative Research Collaborative?: Life History, Whose Life? by Karen Froude-Jones "I Felt Like We Were Rats or Something:" The Problem of Imposition in Participatory Research by Susan Victor Research as Autobiography: Imposition/Life by Janice Jipson Words! Words! Words! by Gretchen Freed-Rowland Reconstructing Reality: Deconstructing the Collaborative Process Epilogue Index

Volume

: pbk. : alk. paper ISBN 9780897894371

Description

This book presents testimony of feminisms in process. The accounts are filled with tensions, not least an uneasiness with feminism itself, and the question of what exactly it means to be a feminist in education in the contemporary world. It is their respect for their own differences and the honesty with which they write that makes this such a rich text. From the Foreword by Kathleen Weiler Educators committed to social change face the common dilemma of how to take up the work of transformation without reinscribing systems of domination. The struggle with the concept of imposition is central to the emergence of many educators' identities and provides a site for exploring the complex relationship between power, knowledge, and teacher identity. This book chronicles the collaborative efforts of five diverse women educators (Native American, European, Jewish American, rural, midwestern, working class) to grapple with the tensions of taking up a political position while honoring the cultural, social, and historical context of others. Their dialogue across feminist, critical, and postmodern theories and practices explores the process of fusing theory with political work in the world. What emerges is the continual repositioning and disruption of taken for granted meanings as central to enhancing emancipatory education.

Table of Contents

Series Foreword by Henry A. Giroux Foreword by Kathleen Weiler Acknowledgments Preface Introduction The Location of Politics Teacher/Mother: An Imposition of Identity by Janice Jipson Becoming the Good Mother: The Emergent Curriculum of Adolescent Mothers by Susan Victor Multi-Cultural Curriculum Development in a Multiple-Cultural Context by Karen Froude-Jones Here I Go Again: Supervision, Defining a Cultural Role Gretchen Freed-Rowland Speculations: Constructing a Feminist Supervision Identity by Petra Munro Appreciating Dissonance: Multiple Perspectives on Collaboration Getting Lost Multiple "Is": Dilemmas of Life History Research by Petra Munro Is Collaborative Research Collaborative?: Life History, Whose Life? by Karen Froude-Jones "I Felt Like We Were Rats or Something:" The Problem of Imposition in Participatory Research by Susan Victor Research as Autobiography: Imposition/Life by Janice Jipson Words! Words! Words! by Gretchen Freed-Rowland Reconstructing Reality: Deconstructing the Collaborative Process Epilogue Index

by "Nielsen BookData"

Details

• NCID: BA26961865
• ISBN:
  • 0897894367
  • 0897894375
• LCCN: 95002083
• Country Code: us
• Title Language Code: eng
• Text Language Code: eng
• Place of Publication: Westport, Conn.
• Pages/Volumes: xxv, 264 p.
• Size: 24 cm
• Classification:
  • LCC : LC197
  • DC20 : 370.19/345
• Subject Headings:
  • LCSH : Feminism and education
  • LCSH : Women -- Education -- Philosophy
  • LCSH : Women educators
  • LCSH : Critical pedagogy
• Parent Bibliography ID:
  • BA13506367