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Winner of the 2015 Critics Choice Book Award presented by the American Educational Studies Association Winner of the 2015 Critics Choice Book Award presented by the American Educational Studies Association Education Feminism is a revised and updated version of Lynda Stone's out-of-print anthology, The Education Feminism Reader. The text is intended as a course text and provides students a foundational base in feminist theories in education. The classics section is comprised of the readings that students have most responded to in classes. The contemporary readings section demonstrates how the third-wave feminist criticism of the 1990s has an impact on today's feminist work. Both of these sections address critical multicultural educational issues and have an inclusive, diverse selection of feminist scholars who bring race, class, sexual orientation, religious practices, and colonial/postcolonial perspectives to bear on their work. The individual essays are concise and well written and arranged in such a way that it is easy for instructors to assign them around themes of their own choosing.
This anthology includes some of the most important and influential essays in feminist education theory since the late 70s. Contributors are drawn from traditional liberal feminists, radical postmodern theorists, and those with psychological, philosophical and political agendas.
In Black Feminism in Education: Black Women Speak Back, Up, and Out, authors use an endarkened feminist lens to share the ways in which they have learned to resist, adapt, and re-conceptualize education research, teaching, and learning in ways that serve the individual, community, nation, and all of humanity. Chapters explore and discuss the following question: How is Black feminist thought and/or an endarkened feminist epistemology (EFE) being used in pre-K through higher education contexts and scholarship to marshal new research methodologies, frameworks, and pedagogies? At the intersection of race, class, and gender, the book draws upon alternative research methodologies and pedagogies that are possibly transformative and healing for all involved in the research, teaching, and service experience. The volume is useful for those interested in women and gender studies, research methods, and cultural studies.
The authors draw upon their earlier research examining how feminists have negotiated identity and learning in international contexts or multisector environments. Feminism in Community focuses on feminist challenges to lead, learn, and participate in nonprofit organizations, as well as their efforts to enact feminist pedagogy through arts processes, Internet fora, and critical community engagement. The authors bring a focused energy to the topic of women and adult learning, integrating insights of pedagogy and theory-informed practice in the fields of social movement learning, transformative learning, and community development. The social determinants of health, spirituality, research partnerships, and policy engagement are among the contexts in which such learning occurs. In drawing attention to the identity and practice of the adult educator teaching and learning with women in the community, the authors respond to gender mainstreaming processes that have obscured women as a discernible category in many areas of practice.
In this new and expanded edition of their controversial 1994 book, the authors update their analysis of what's gone wrong with Women's Studies programs. Their three new chapters provide a devastating and detailed examination of the routine practices found in feminst teaching and research.
In this new collection, contributors from a variety of disciplines provide a critical context for the relationship between feminist pedagogy and academic feminism by exploring the complex ways that critical perspectives can be brought into the classroom. This book discusses the processes employed to engage learners by challenging them to ask tough questions and craft complex answers, wrestle with timely problems and posit innovative solutions, and grapple with ethical dilemmas for which they seek just resolutions. Diverse experiences, interests, and perspectives—together with the various teaching and learning styles that participants bring to twenty-first-century universities—necessitate inventive and evolving pedagogical approaches, and these are explored from a critical perspective. The contributors collectively consider the implications of the theory/practice divide, which remains central within academic feminism’s role as both a site of social and gender justice and as a part of the academy, and map out some of the ways in which academic feminism is located within the academy today.
Feminism and the Politics of Childhood offers an innovative and critical exploration of perceived commonalities and conflicts between women and children and, more broadly, between various forms of feminism and the politics of childhood. This unique collection of 18 chapters brings into dialogue authors from a range of geographical contexts, social science disciplines, activist organisations, and theoretical perspectives. The wide variety of subjects include refugee camps, care labour, domestic violence and childcare and education. Chapter authors focus on local contexts as well as their global interconnections, and draw on diverse theoretical traditions such as poststructuralism, psychoanalysis, posthumanism, postcolonialism, political economy, and the ethics of care. Together the contributions offer new ways to conceptualise relations between women and children, and to address injustices faced by both groups. Praise for Feminism and the Politics of Childhood: Friends or Foes? ‘This book is genuinely ground-breaking.’ ‒ Val Gillies, University of Westminster ‘Feminism and the Politics of Childhood: Friends or Foes? asks an impossible question, and then casts prismatic light on all corners of its impossibility.’ ‒ Cindi Katz, CUNY ‘This provocative and stimulating publication comes not a day too soon.’ ‒ Gerison Lansdown, Child to Child ‘A smart, innovative, and provocative book.’ ‒ Chandra Talpade Mohanty, Syracuse University ‘This volume raises and addresses issues so pressing that it is surprising they are not already at the heart of scholarship.’ ‒ Ann Phoenix, UCL
Reviewers of this book have praised Christina Hoff Sommer's well-reasoned argument against many feminists' reliance on misleading, politically motivated 'facts' about how women are victimised.
This handbook provides an original, comprehensive and unparalleled overview of feminist scholarship in sport, leisure and physical education. It captures the complexities of past, current and future developments in feminism while highlighting its theoretical, methodological and empirical applications. It also critically engages with policy and practice issues for women and girls taking part in sport and leisure pursuits and in physical education provision. The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education is international in scope and includes the work of established and emerging feminist scholars. It will be of interest to students and scholars across a range of disciplines, including sociology, gender studies, sport sciences, and sports business and management.
The work of teachers is not just to teach. We are also responsible for the basic needs of students. Helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is exactly in keeping with Paulo Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.For the past ten years, Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy.