Repositioning Feminism and Education: Perspectives on Educating for Social Change

Overview

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...

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Overview

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.

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Editorial Reviews

Booknews
Four graduate students and a faculty mentor articulate how their work as educators has shaped and been shaped by the interplay among critical, feminist, postcolonial, and postmodern theories. They explore the location of politics in the roles of teacher and mother and mother as teacher and the ambiguity of supervision and authority, the nature of collaboration, the discomfort with using themselves and their histories as subjects for research, and deconstructing the collaborative process. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

Meet the Author

JANICE JIPSON is Associate Professor of Education at Carroll College where she teaches in the Graduate Studies Program.

PETRA MUNRO is Assistant Professor of Education at Louisiana State University.

SUSAN VICTOR is lecturer of Secondary Education at San Francisco State University.

KAREN FROUDE JONES is research associate at the Institute for a Sustainable Environment at the University of Oregon and Professor of Education at Pacific University.

GRETCHEN FREED-ROWLAND is an Ojibwa-Winnebago artist, poet, writer, and practitioner whose poetry has been published in Talking Leaves: The Journal of Deep Ecology and Spiritual Activism.

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Table of Contents

Series Foreword
Foreword
Preface
Acknowledgments
Introduction 1
Pt. I The Location of Politics 19
1 Teacher-Mother: An Imposition of Identity 21
2 Becoming the Good Mother: The Emergent Curriculum of Adolescent Mothers 37
3 Multicultural Curriculum Development in a Multiple-Cultural Context: Whose Voice? 61
4 Here I Go Again: Supervision, Defining a Cultural Role 85
5 Speculations: Negotiating a Feminist Supervision Identity 97
Pt. II Appreciating Dissonance: Multiple Perspectives on Collaboration 115
Pt. III Getting Lost 135
6 Multiple "I's": Dilemmas of Life History Research 139
7 Is Collaborative Research Collaborative? Life History, Whose Life? 153
8 "I Felt Like We Were Rats or Something": The Problem of Imposition in Participatory Research 173
9 Research as Autobiography: Imposition/Life 187
10 Words! Words! Words! 201
Pt. IV Reconstructing Reality: Deconstructing the Collaborative Process 219
Epilogue: 1994 241
Selected References 247
Index 257
About the Authors 263
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