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This book explores, as one of the priorities of the feminist agenda in the 21st century, feminist education and awareness in pre-service and in-service teacher training. Although feminism is constantly present in political discourse and social media, it is not examined sufficiently in the classroom. This situation means that students approach feminism through media culture, lacking the feminist knowledge necessary to teach disciplinary knowledge from the feminist perspective. Feminist theory, as a critical theory, provides teacher training based on the formation of critical-creative thinking and the resolute interpretation of the relevant social issues of the world in which we live. We understand the process of 'Feminist Critical Literacy' outlined here as a plan to find a feminist utopia, specifically, in the training of teachers from all disciplines, although more oriented towards the Social and Human Sciences and Artistic Education through the use of multimodality as a pedagogical approach. If future teachers do not develop feminist cognitive lenses, they will not be prepared to teach women's experiences and gender perspectives to their own students. This would then contribute to the endurance of an androcentric culture where there are no women's models that can serve as a stimulus or be historical references for female students. Our idea of Feminist Critical Literacy stems from feminist literary criticism and critical literacy. Feminist Critical Literacy is defined as the hermeneutical process of suspicion (mainstream culture) and of performative deconstruction of multimodal texts (didactic produsage), the purpose of which is to generate feminist consciousness in teachers from an intersectional perspective; through the acquisition of critical, creative, empathetic, aesthetic, and empowering competencies that contribute to the formation of a fair, equal, and equitable glocal citizenship.
Feminist Literacies is a history of the truly radical feminist literary practices and pedagogies that flourished during a brief era of volatility and hope. In the late 1960s and early 1970s, ordinary women affiliated with the women's movement were responsible for a veritable explosion of periodicals, poetry, and manifestos, as well as performances designed to support "do-it-yourself" education and consciousness-raising. Kathryn Thoms Flannery discusses this outpouring and the group education, brainstorming, and creative activism it fostered as the manifestation of a feminist literacy quite separate from women's studies programs at universities, or from the large-scale political workings of second-wave feminism. Seeking to break down traditional barriers such as the writer/reader or student/teacher dichotomies, these new works also forged polemical alternatives to the forms of argumentation traditionally used to silence women, creating a space for fresh voices.Feminist Literacies explores the reasons and mechanisms underlying lay pedagogies and literacies that excited a diverse audience of women and served as a vital part of the liberation movement--and why such an effort was ultimately not sustained.
Illustrates the differences and similarities between modernist and postmodernist theories of literacy, and suggests how the best elements of both can be fused to provide a more rigorous conception of literacy that will bring theoretical, ethical, political, and practical benefits. Some of the 14 essays are theoretical, other present case studies of literacy programs for adults and other applications. Annotation copyright by Book News, Inc., Portland, OR
This book develops a feminist pedagogy for liberatory learning for elementary school workers by contextualizing a connection among critical literacy, multiculturalism, feminist theory, and cultural democracy.
As an introduction to feminist literary criticism, which emphasizes the practical issues of applying these often wide-ranging theories to particular texts, this thoroughly revised and updated 2nd edition analyzes several schools of feminist thought. Covers gynocriticism, authentic realism, Marxism, with new chapters on lesbian feminist theory and post-colonialism. For professionals working in the fields of feminist literary theory, women's studies, and literary theory.
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.
Is a discussion of lesbian writing-e.g., Tony Morrison.--P. Thorslev.
Employing surprising juxtapositions, THE FEMINIST DIFFERENCE looks at fiction by black writers from a feminist/psychoanalytic perspective, at poetry, and at feminism and law. The author presents an unfailingly close reading of moments at which feminism seems to founder in its own contradictions--and moments that reemerge as sources of a revitalized critical awareness. Copyright © Libri GmbH. All rights reserved.
This book examines the history of women's bookstores in the US from the 1970s to the 1990s. It establishes that women's bookstores played an important role in feminism by enabling the dissemination of women's voices and thereby helping to sustain and enrich the women's movement. They improved women's literacy - their abilities to read, write, publish, and distribute women's voices and visions - and helped women to instigate a feminist revolution in literacy.