All in our places: feminist challenges in elementary school by Carla Washburne Rensenbrink

By Carla Washburne Rensenbrink

Via its wealthy and soaking up case reviews, this e-book portrays 3 basic school rooms from a feminist viewpoint. those school rooms show to readers the complexity of matters that lecturers face over the demanding situations of gender and identification matters. lifestyles tales of the 3 lecturers, who're all feminists, improve the research and current different views. One instructor is white, one is African American, and one is a lesbian who has pop out to her scholars and co-workers. in several methods the 3 academics face the demanding situations of educating, setting up ideas, constructing relationships, and dealing to remodel the curriculum. Their school rooms offer a context for the rethinking of up to date matters, advanced academic difficulties, and promising rules for instructing perform. either skilled academics and scholar academics will locate those stories assets for mirrored image and notion.

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And finally, Karen Maloney's energy and perspicacity have made it possible to complete this book. Page 1 1 Feminism and Teaching I feel as if I'm constantly aware of gender issues—more than any other issue [in the classroom]. —Lucy I hate sex role stereotyping—I hate that boys don't want to do things with girls. They don't want to sit next to them. They don't want to play with them. —Rosemary Girls can do anything boys can do—and they can do better! —Marcia ender seemed a logical focus for my research on the lives and work)of three feminist teachers.

My daughters, Kathryn, Greta, and Liz, have given their support, their insights, and their sometimes wry commentary. Page xii From our first meeting and throughout this project, Kathleen Weiler has challenged my thinking, encouraged me in many ways, and not let me give up. Frances Maher shared invaluable experiences from her own research with feminist teachers and helped me find new ways of understanding and interpreting the three teachers I like to think of as mine. The thoughtful critique of Margo Okazawa-Rey made me take a hard look at my own positioning in this book and rethink the way I wrote much of it.

Their experience enabled them to understand things that I could not—without their help. In terms of knowledge, Harding sees an advantage to “starting from the lives of those who have been devalued, neglected, excluded from the center of the social order” (1991, 211). Women are part of this group, and feminists have long criticized hierarchical knowledge, academic disciplines, rules of conduct, and other aspects of knowledge that were supposed to be neutral or universal but were in fact male-centered.

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