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Teaching to Transcend
Teaching to Transcend explores a particular kind of safe space for the education of women: domestic violence shelters. Women in shelters are literally taught concepts from self-worth to financial management, parenting, and feminist values of equality and rights. They also learn more subtly through counseling, interaction, and affirmation of their own stories and survival. The ways in which women in shelters are educated are based upon the concepts of feminist pedagogy, such as intent listening, empowering voice, and radical social action. Teaching to Transcend expands both the concept of feminist spaces and feminist pedagogy and our understanding of the connections between education and politics (particularly the political economy of social knowledge) and non-school-based education spaces.
Historical Identities
As intellectual engines of the university, professors hold considerable authority and play an important role in society. By nature of their occupation, they are agents of intellectual culture in Canada. Historical Identities is a new collection of essays examining the history of the professoriate in Canada. Framing the volume with the question, 'What was it like to be a professor?' editors Paul Stortz and E. Lisa Panayotidis, along with an esteemed group of Canadian historians, strive to uncover and analyze variables and contexts - such as background, education, economics, politics, gender, and ethnicity - in the lives of academics throughout Canada's history. The contributors take an in-dep...
Class Matters
This text focuses on the theory of class as it relates to women. It debates questions such as: how do women define themselves in terms of social class and why?; is definition important or not?; what part does education play in our understanding of class?; and how does class affect relationships?
Teaching What You're Not
With contributions form scholars in a variety of disciplines, the book examines the ways in which historical, cultural, and personal identities impact on pedagogy and scholarship.
Identity and Lifelong Learning in Higher Education
Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. I Am What I Become: Constructing Identities as Lifelong Learners is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of ...
No Angel in the Classroom
No Angel in the Classroom: Teaching through Feminist Discourse presents a theoretically complex yet down-to-earth and personal account of feminist teaching in higher education. Starting with a nuanced interpretation of consciousness-raising, longtime feminist educator Berenice Malka Fisher develops her philosophy of feminist teaching as a form of political discourse. Through reflection on a series of candid classroom stories, she analyzes knotty problems faced by academics and activists. What counts as knowledge in discussion of feminist issues? Can teachers exercise authority without being authoritarian? What is the role of caring in political deliberation? Should safety be considered when students and teachers address volatile topics? How can feminist and other teachers committed to social justice give serious attention to the intersections of gender, race, and sexual orientation? This groundbreaking book is intended for the beginning and veteran teachers and others concerned with the contribution of education to extending social justice. Fisher's work offers a pedagogical vision that inspires both passion and critical thinking.
Without a Word
The question of women’s silence within academic settings has received a great deal of attention. And much feminist educational scholarship has devoted itself to creating spaces where women’s stories and experiences can be told. Without a Word (first published in 1993) raises the question of women’s silence from a radical new perspective, lending at long last a theoretical basis and sophistication to this important issue. The author considers the subject of silence from a variety of conceptual and practical perspectives. When does silene occur among women? How does it emerge? What are its complex origins? What are its devastating effects? Lewis also discusses the different types of sile...
A Pedagogy of Possibility
In a book that itself exemplifies the dialogic scholarship it proposes, Kay Halasek reconceives composition studies from a Bakhtinian perspective, focusing on both the discipline's theoretical assumptions and its pedagogies. Framing her discussions at every level of the discipline--theoretical, historical, pedagogical--Halasek provides an overview of portions of the Bakhtinian canon relevant to composition studies, explores the implications of Mikhail Bakhtin's work in the teaching of writing and for current debates about the role of theory in composition studies, and provides a model of scholarship that strives to maintain dialogic balance between practice and theory, between composition st...
Re-reading Jose Martí (1853-1895)
Re-evaluates Jose Marti's contribution to Latin America's literature and political evolution.
Common Science?
The roots of the exclusion and alienation of women and minorities from scientific knowledge may well lie in how science itself is taught. While academic feminist critiques of science and science education are important, the authors believe that more attention has to be paid to what non-academics think and feel about science. Here is a starting point for developing a feminist pedagogy around science in the larger community.
