Download Doing feminism: teaching and research in the academy by Joyce R. Ladenson, Mary Anderson, Lisa Fine, Kathleen PDF

By Joyce R. Ladenson, Mary Anderson, Lisa Fine, Kathleen Geissler, Joyce R. Landenson

This attractive selection of papers from the convention on "Revisioning wisdom and the Curriculum" exemplifies the breadth and number of women's reviews as a transformative move. There are chapters on feminist reframings of information, at the stream of feminist rules into particular disciplines, on efforts to grapple with a number of assets of distinction and inequality, and at the technique of educating and institutional switch. Doing Feminism presents a reflective means of celebrating over 20 years of feminist educating and learn.

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Nevertheless, her observations, study, and thought demonstrate that this encounter with another gender system, one that was perhaps more fluid than the Victorian American one in which Fuller lived, provoked her to question the immutability or "naturalness" of certain gender roles. To use contemporary discourse, because of her encounter with the gender systems of American Indians, Margaret Fuller came to see gender roles as socially constructed. Diane I. Levande challenges both mainstream developmental psychology and feminist theory to push the boundaries of their research to include theoretical and empirical work on older women of diverse backgrounds.

The second section, "Revisioning Disciplinary Knowledge," focuses specifically on feminism's persistent and dynamic redefining of disciplinary knowledge and practices, both to open up existing disciplinary boundaries and to create entirely new forms of critical inquiry. The last two sections, "In From the Margins: Repositioning Otherness,'' and ''Experientially-Based Feminist Knowledge," grapple with the abiding feminist interest in women's marginality and lived experiences as these two areas pertain to research in the reading and writing of literature, the women's studies classroom, the construction and maintenance of women's studies programs and the presence of feminist women in the academy.

Even though "quality control" might appear at first glance to be easier in these relatively smaller programs comprised of like-minded individuals, this is often not the case. Several factors conspire against the existence of uniformly high quality courses in Women's Studies programs. For one, Women's Studies programs rely upon faculty employed by other academic units and trained in disciplines other than women's studies. For another, ideological differences exist among faculty who teach courses which focus on Page 12 women and gender and faculty who teach courses from a feminist perspective.

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