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University of Bristol - Qualitative Social Research
This work is about Feminist research and the statement - feminist research is...
From mwjackso
0
verview
of
Women's
Movements
as Prelude
toFeminist
Ped
Myths:
1)
feminism is unified (multiple, conflicted, varied ideol gical grounds
&
goals. 2) feminism is for/about womenIWoman only (gender e uality, critique
of
patriarchy)3) feminism emerged in 1960's, an American phenomen , comprised
of
radical, male-bashing bra burners. (no bras ever burned,
&
M Wollstencraft published AVindication
of
the Rights
of
Woman in England n 1792 arguing for genderequality and equal access to economic/govern an e. One
of
first feminist tracts.4) work
of
feminism has been fulfilled in contemporary ociety (see Faludi, Backlash)Most identify 3 waves
of
feminism:
1)
1st
wave 1848--1925. characterized by call for "righ
",
specifically voting/suffrage,right to education, property rights after marriage reproductive rights. 1848Seneca Falls Convention first women's rights me tings, Lucretia Mott & ElizabethCady Stanton keynote speakers. Rhetoric tied to abolitionist movement, laterimpeded by split btw gender rights/slavery rights increasingly white, middleclass.--2 ideologica1frhetorical strains:
1)
gender simiJiarity
=
ender equality. Major issues areaccess to and representation in public sphere.2) cult
of
domesticity (cult
of
trut
womanhood). "Woman" naturally nurturing,kind, peaceful, different than men and access/p icipation will change the worldinto a kinder. gentler place--1920 19th amendment ratified giving women the vote. Domesticity issues mostinfluential in passing this; reinforced dominant v ews
of
women as the gentle sex.--not widespread exercise
of
voting rights, and deep ide logical chasm among women aswell as btw women
&
men. 1925 law fails that woul ban child labor, ends wave.2)
2nd
wave 1960's
to
1980's: characterized by dissatis action with domestic sphere,consciousness raising, collective struggle, sisterhoo goals increased representation,access, transformation
of
social roles, reproductive/s xual equality, linked to civilrights, political protest against VietNam. Betty Frie Feminine Mystique & Simonede Beauvoir Second Sex major treatises
of
this wave Post WWII, Rosie the Riveterphenomenon, women forced back into homes rheto ally & economically.--grassroots groups privilege inclusiveness, collaboratio ,valorizing women'sprivate/domestic exp, sexuality (cervix-gazing). "W man" recognizes oppression andshared experiences amongst one's "sisters." "Person is political"--heated splits between middle-class white liberal femi sm and radical Marxist, Blackwomen for whom economic rights supercede person 1 fulfillment. reject "Woman" asuniversalizing, essentialist category--failure to ratify ERA in 1973 marks dissolution
of
this ave. ERA text: "Equality
of
therights under the law shall not
be
deined or abridged y the US or by any State onaccount
of
sex."
3)
3rd
wave 1980's
to
present.
characterized by fragm ntation, multiple agendas,theories and practices, enacted in academic spheres Collective social movementcomprised
of
diverse and often conflicting ideologi
s.
strains replicate early rhetoricbtw Woman vs women, dissent along lines
of
class ethnicity, changes
in
publicpolicy vs. social consciousness, and methods for ch ge.--Revalorists: re-value women's experience and cultur products (Gilligan)--Revisionists: re-cover women's contributions (wome speakers
&
legislatures)--Womanists: specific to Black women's experience, n ds, desires (Walker)--Separatists: create own woman-centered utopia (spiri uality)--Radical (often Marxist): deconstruct and re-constitut feminist systems. change mustbe systemic.All these histories, agendas, and practices are present"thin current feminist pedagogicalpractice. What
conttutes
"woman/women?" What kind
of
degree
of
change isrequired for equality
&
social justice? How link to ther systems
of
oppression?
SPCM
531:
Readings
in
Feminist
PedagogyPineau/Summer 98
List
of
Readings
~hreWSbUry,
C. (1993). What is feminist pedagogy? Wo en's Studies uarterl 3 &
4,8-15.
-
ggJDii@uilu1iad.,
N. (1993). Teaching feminist process in the 1990's. Women's Studies Quarterly. 3& 4. 17-29
VManicom,
A. (1992). Feminist pedagogy: Transformation, standpoints, and politics. CanadianJournal
of
Education. 17 (3), 365-377.
B e l ~ ,
M. F., Clinchy, B. M., Goldberger, N.R.,
&
Taro e, J.M. (1986). Connected teaching. InWomen's
wa
s
of
knowin : The develo ment
of
s
if
voice and mind (pp.214-229).New York: Basic Books.
~le¥;=l).
(1990). book review
of
Bitter milk: Women d teachin
,by
Madeline Grumet.Harvard Educational Review. 60 (4), 527-533.
y1looks,
b (1989). toward a revolutionary feminist pedago y. and black and female: reflections on graduate schooL In Talkin back: Thinkin fe inist thinkin black. Boston: South End.
CaQlJEK,
S. (1995). Reflections on 'male bashing'. NWSA oumal 7 (2), 76-83.
VWeiler,
K. (1991). Friere and a feminist pedagogy
of
dif£ rence. Harvard Educational Review.
61
(4),449-474.Berry, E.,
&
Black, E. (1993). The integrative learningjo al (or, getting beyond "trueconfessions" and "cold knowledge". Women's Stu ies uarterl 3 & 4, 88-93.Fiol-Matta,
L.
(1993). Litmus tests for curriculum transfo ation. Women's Studies Quarterly. 3
&
4, 161-163.Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths
of
critical pedagogy. Harvard Educational Review
59
(297-384).Luke, C. (1996). Feminist pedagogy theory: Reflections n power and authority. EducationalTheory.
46
(3), 283-302.Taylor, S. (1995). Feminist classroom practice and cultur I politics: 'Girl number twenty' andideology.
In
Holland, J., Blair, M., Sheldon, S., (E
.)
Debates and issues in feministresearch and pedagogy. (pp. 3-22) Clevedon, UK: Multilingual Matters.Britzman, D. (1995). Is there a queer pedagogy?: Or, stop reading straight. Educational Theory.45 (2), 151-165.Martindale,
K.
(1992). Theorizing autobiography and rna erialist feminist pedagogy. CanadianJournal
of
Education. 17 (3) 321-340.Hoffmann, F., & Stake,
J.
(1998). Feminist pedagogy in t ory and practice: An empiricalinvestigation. NWSA Journal. 10 (1) 79-93.Dunn,
K.
(1993). Feminist teaching: Who are your studen s? Women's Studies Quarterly. 3&
4,39-45.
Sapon-Shevin, M. & Schneidewind,
N.
(1991). Cooperat e learning as empowering pedagogy.(pp. 159-317). In Sleeter, C (Ed.). Empowerment
tough
multicultural education, NewYork: SUNY Press.Caldwell, K. (
).
All that jazz talk: Possibilities for collab ative conversation in the collegeclassroom. Transformations. 9 (1), 57-67.Thompson, A.,
&
Gitlin, A. (1995). Creating spaces for re onstructing knowledge in feministpedagogy. Educational Theory, 45 (2) 125-150.Lewis, M.,
&
Simon, R. (1986). A discourse not intended for her: Learning and teaching withinpatriarchy. Harvard Educational Review.
56
(4), 4 7-472.
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Fem Pedagogy
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