Search results for: Feminism
Page 1/1 5 items
The author reflects on the experience of being a participant in the Work of Teacher Education (WoTE) research, and draws on conceptualisations of teacher education as domestic labour. She argues that teacher educators’ closeness to classroom practice acts as a determining factor in their symbolic annihilation, a concept usually applied to study of the media that argues that the absence of representation, or underrepresentation, of some groups of people is a means of maintaining social inequality.
Updated: Jun. 06, 2016
This article reanalyzed research previously conducted with Spanish-speaking childcare providers who participated in an educational literacy program. The women in the program were generally framed as illiterate, immigrant women. Through the process, the authors revealed the inner flame of the participants in the study. Furthermore, through the collision of their own worldviews, they also exposed more deeply the assumptions buried within their epistemologies, methodologies, and positionalities.
Updated: Mar. 12, 2015
In this article, the authors articulate a theory of a critical body pedagogy that can contribute to a larger justice-oriented project. The authors drew on class readings, writings, activities, class discussions, and reflective notes to explore what this critical pedagogy of the body afforded for their preservice education students—and them. The authors argue that the prevalence of body-related discourses in the students’ work, points to the necessity of a critical body pedagogy within justice-oriented teacher education. Therefore, they conclude that some teacher education programs, future and present teachers are taught to be reflexive in their understandings of race, social class, gender, religion, language, ethnicity, and sometimes sexuality as a way for them to become critically conscious of the power and discourses circulating such positionalities.
Updated: Apr. 22, 2014
In this article, the author seeks to represent a concept which is described by Deleuze and Guattari as movement that is simultaneous, asymmetrical, instantaneous, unfinalized, zig-zag. This movement is Deleuze and Guattari's concept of difference, that which they name becoming. To put this concept of becoming to work, the author uses three texts. One of the texts is a short excerpt from the author's fieldnotes taken during her ethnographic research on the subject formation of adolescent girls. Deleuze and Guattari's concept of becoming allows the author to explore Jesse's unique difference, to privilege her specificity.
Updated: Mar. 01, 2011
Women of Color in a Bilingual/Dialectal Dilemma: Critical Race Feminism against a Curriculum of Oppression in Teacher Education
This article will discuss the work of a teacher educator who espouses critical race feminism as a means of fighting against a curriculum of oppression in teacher education. The article will conclude with an analysis of the power of language and dialect, a form of curriculum oppression, in teacher education with the need to fight against such oppression in the development of new teachers from a critical race feminist perspective.
Updated: Dec. 30, 2009