Teaching What You'Re Not / Edition 1

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Overview

Can whites teach African-American literature effectively and legitimately? What is at issue when a man teaches a women's studies course? How effectively can a straight woman educate students about gay and lesbian history? What are the political implications of the study of the colonizers by the colonized? More generally, how does the identity of an educator affect his or her credibility with students and with other educators?

In incident after well-publicized incident, these abstract questions have turned up in America's classrooms and in national media, often trivialized as the latest example of PC excess. Going beyond simplistic headlines, Teaching What You're Not broaches these and many other difficult questions. With contributions from scholars in a variety of disciplines, the book examines the ways in which historical, cultural, and personal identities impact on pedagogy and scholarship. Essays cover such topics as the outsider's gaze as it applies to the study of non-white literature; an able-bodied woman's reflections on teaching literature by disabled women; and the challenges of teaching the Western canon at an African American college.

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Product Details

  • ISBN-13: 9780814755471
  • Publisher: New York University Press
  • Publication date: 2/1/2012
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 382
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.85 (d)

Meet the Author

Katherine Mayberry is Professor of Language and Literature at Rochester Institute of Technology, College of Liberal Arts.

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Table of Contents

Acknowledgments
1 Introduction: Identity Politics in the College Classroom, or Whose Issue Is This, Anyway? 1
2 Redefining America: Literature, Multiculturalism, Pedagogy 23
3 Straight Teacher/Queer Classroom: Teaching as an Ally 47
4 The Outsider's Gaze 70
5 No Middle Ground? Men Teaching Feminism 85
6 The Discipline of History and the Demands of Identity Politics 107
7 Teaching What I'm Not: An Able-Bodied Woman Teaches Literature by Women with Disabilities 131
8 Theory, Practice, and the Battered (Woman) Teacher 155
9 Teaching What the Truth Compels You to Teach: A Historian's View 177
10 Pro/(Con)fessing Otherness: Trans(cending)national Identities in the English Classroom 195
11 Caliban in the Classroom 215
12 A Paradox of Silence: Reflections of a Man Who Teaches Women's Studies 228
13 Teaching in the Multiracial Classroom: Reconsidering "Benito Cereno" 241
14 "Young Man, Tell Our Stories of How We Made It Over": Beyond the Politics of Identity 259
15 Disciplines and Their Discomforts: The Challenges of Study and Service Abroad 285
16 Scratching Heads: The Importance of Sensitivity in an Analysis of "Others" 308
17 Who Holds the Mirror? Creating "the Consciousness of Others" 315
18 Daughters of the Dust, the White Woman Viewer, and the Unborn Child 335
Contributors 357
Index 363
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