Gender Identity, Equity, and Violence: Multidisciplinary by Geraldine B. Stahly, Gerald S. Eisman, Robert A. Corrigan

By Geraldine B. Stahly, Gerald S. Eisman, Robert A. Corrigan

The authors of the 13 chapters during this quantity deliver pleasure and concepts to instructing approximately gender from a variety of theoretical and self-discipline views. They convey the inclusiveness that's important to feminist pedagogy–a viewpoint that facilities the tutorial company within the research of the interconnectedness of social different types that experience usually divided and given root to inequality and oppression and goals for at least social transformation. Empowerment is a center worth in gender schooling and the experiential procedure nurtures that aim. This quantity presents many examples of the facility of studying via adventure because the authors exhibit that, “…the authority of the feminist instructor as highbrow and theorist unearths expression within the objective of constructing scholars themselves theorists in their personal lives via interrogating and examining their very own experience.” (Weiler, 1991)To stimulate the variation of the methods defined in those books, each one quantity comprises an task / method desk that summarizes key components of every instance, equivalent to classification measurement, pedagogy, and different disciplinary functions. click on right here for the desk to this identify.

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Additional info for Gender Identity, Equity, and Violence: Multidisciplinary Perspectives Through Service Learning (Service Learning for Civic Engagement Series)

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Freire, P. (1970). The adult literacy process as cultural action for freedom. Harvard Educational Review, 40, 205–225. Harro, B. (2000). Cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Castaneda, H. W. Hackman, M. L. Peters, & X. ), Readings for diversity and social justice: An anthology on racism, anti-Semitism, sexism, heterosexism, ableism, and classism (pp. 15–20). New York: Routledge. Schacht, S. P. (2000). Using a feminist pedagogy as a male teacher: The possibilities of a partial and situated perspective.

Schacht, S. P. (2000). Using a feminist pedagogy as a male teacher: The possibilities of a partial and situated perspective. html) Weiler, K. (1991). Freier and a feminist pedagogy of difference. Harvard Educational Review, 61(4), 449–474. 16398$ INTR 03-29-07 11:39:18 PS PAGE 7 ................. 16398$ INTR 03-29-07 11:39:18 PS PAGE 8 SECTION ONE GENDER AND IDENTITY ................. 16398$ SEC1 03-29-07 11:39:20 PS PAGE 9 ................. 16398$ SEC1 03-29-07 11:39:20 PS PAGE 10 1 GENDER, IDENTITY, THEORY, AND ACTION Talia Bettcher A s a philosopher, I am acutely aware of the stereotype of philosophy as utterly disconnected from the everyday world.

Pp. 95–115). New York: Rowman & Littlefield. (1992). Black looks: Race and representation. Boston: South End Press. Lugones, M. (2003). Playfulness,‘‘world’’-traveling, and loving perception. Hypatia, 2(2), 3–19. Reprinted and updated in M. Lugones (2003), Pilgrimages/peregrinajes: Theorizing coalition against multiple oppressions (pp. 77–100). New York: Rowman & Littlefield. Namaste, V. (2000). Invisible lives: The erasure of transsexual and transgender people. Chicago: University of Chicago Press.

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