Becky Ropers-Huilman - Feminist teaching in theory and practice: situating power and knowledge in poststructural classrooms
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Feminist teaching in theory and practice: situating power and knowledge in poststructural classrooms
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Feminist Teaching in Theory and Practice : Situating Power and Knowledge in Poststructural Classrooms Critical Issues in Curriculum
author
:
Ropers-Huilman, Becky.
publisher
:
Teachers College Press
isbn10 | asin
:
0807736937
print isbn13
:
9780807736937
ebook isbn13
:
9780585240459
language
:
English
subject
Feminism--Study and teaching (Higher)--United States, Feminist theory--Study and teaching (Higher)--United States.
publication date
:
1998
lcc
:
HQ1426.R75 1998eb
ddc
:
305.42/071/173
subject
:
Feminism--Study and teaching (Higher)--United States, Feminist theory--Study and teaching (Higher)--United States.
Page i
CRITICAL ISSUES IN CURRICULUM John Willinsky,EDITOR
Feminist Teaching in Theory and Practice: Situating Power and Knowledge in Poststructural Classrooms Becky Ropers-Huilman
Gender In/forms Curriculum: From Enrichment to Transformation Jane Gaskell and John Willinsky, Editors
Narrative in Teaching, Learning, and Research Hunter McEwan and Kieran Egan, Editors
Sexuality and the Curriculum: The Politics and Practices of Sexuality Education James T. Sears, Editor
Understanding Curriculum as Phenomenological and Deconstructed Text William F. Pinar and William M. Reynolds, Editors
Reading and Writing the Self: Autobiography in Education and the Curriculum Robert J. Graham
Page iii
Feminist Teaching in Theory and Practice
Situating Power and Knowledge in Poststructural Classrooms
Becky Ropers-Huilman
Foreword by Magda Gere Lewis
Teachers College, Columbia University New York and London
Page iv
Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
Copyright 1998 by Teachers College, Columbia University
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher.
A previous version of chapter 2 appeared in Gender and Education, 9(3) (1997), under the title "Constructing Feminist Teachers: Complexities of Identity."
A previous version of chapter 8 appeared in Feminist Teacher, 10(1) (1996), under the title "Still Waters Run Deep: Meanings of Silence in Feminist Classrooms."
Library of Congress Cataloging-in-Publication Data
Ropers-Huilman, Becky. Feminist teaching in theory and practice : situating power and knowledge in poststructural classrooms / Becky Ropers-Huilman ; foreword by Magda Gere Lewis. p. cm.(Critical issues in curriculum) Includes bibliographical references and index. ISBN 0-8077-3694-5 (cloth : alk. paper).ISBN 0-8077-3693-7 (pbk. : alk. paper) 1. FeminismStudy and teaching (Higher)United States. 2. Feminist theoryStudy and teaching (Higher)United States. I. Title. II. Series. HQ1426.R75 1998 305.42'071'173dc21 97-35310
ISBN 0-8077-3693-7 (paper) ISBN 0-8077-3694-5 (cloth)
Printed on acid-free paper Manufactured in the United States of America
05 04 03 02 01 00 99 98 8 7 6 5 4 3 2 1
Page v
CONTENTS
Series Editor's Foreword by John Willinsky
ix
Foreword by Magda Gere Lewis
xiii
Preface
xvii
Acknowledgments
xxi
1 Puzzling My Way Toward/Through Feminist Teaching
1
Poststructural Contributions
2
Criticisms of Poststructuralism
9
Feminist Intersections with Poststructural Thought
11
PART I Engaging Change: Social Forces and Feminist Teaching Practice
23
2 Multiplicity in Action: Working Through Identities
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