This book presents testimony of feminisms in process. The accounts are filled with tensions, not least an uneasiness with feminism itself, and the question of what exactly it means to be a feminist in education in the contemporary world. It is their respect for their own differences and the honesty with which they write that makes this such a rich text. From the Foreword by Kathleen Weiler
Educators committed to social change face the common dilemma of how to take up the work of transformation without reinscribing systems of domination. The struggle with the concept of imposition is central to the emergence of many educators' identities and provides a site for exploring the complex relationship between power, knowledge, and teacher identity. This book chronicles the collaborative efforts of five diverse women educators (Native American, European, Jewish American, rural, midwestern, working class) to grapple with the tensions of taking up a political position while honoring the cultural, social, and historical context of others. Their dialogue across feminist, critical, and postmodern theories and practices explores the process of fusing theory with political work in the world. What emerges is the continual repositioning and disruption of taken for granted meanings as central to enhancing emancipatory education.
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About the Author
JANICE JIPSON is Associate Professor of Education at Carroll College where she teaches in the Graduate Studies Program. She is the coauthor of Collaboration and Critique: Readings in Literature, Curriculum and Teacher Culture (forthcoming) and Daredevil Research: Breaking the Boundaries of Educational Inquiry (1995).
PETRA MUNRO is Assistant Professor of Education at Louisiana State University. She is the author of Rereading Women's True Profession: Life History Narratives and the Cultural Politics of Fear (forthcoming).
SUSAN VICTOR is lecturer of Secondary Education at San Francisco State University.
KAREN FROUDE JONES is research associate at the Institute for a Sustainable Environment at the University of Oregon and Professor of Education at Pacific University./e Her work as a practitioner and an advocate for self-sufficiency has been documented in Akwesasne Notes (1986), Talking Leaves: The Journal of Deep Ecology and Spiritual Activism (1993), and on the Discovery channel.
GRETCHEN FREED-ROWLAND is an Ojibwa-Winnebago artist, poet, writer, and practitioner whose poetry has been published in Talking Leaves: The Journal of Deep Ecology and Spiritual Activism.
Table of Contents
Series Foreword by Henry A. Giroux
Foreword by Kathleen Weiler
The Location of Politics
Teacher/Mother: An Imposition of Identity by Janice Jipson
Becoming the Good Mother: The Emergent Curriculum of Adolescent Mothers by Susan Victor
Multi-Cultural Curriculum Development in a Multiple-Cultural Context by Karen Froude-Jones
Here I Go Again: Supervision, Defining a Cultural Role Gretchen Freed-Rowland
Speculations: Constructing a Feminist Supervision Identity by Petra Munro
Appreciating Dissonance: Multiple Perspectives on Collaboration
Multiple "Is": Dilemmas of Life History Research by Petra Munro
Is Collaborative Research Collaborative?: Life History, Whose Life? by Karen Froude-Jones
"I Felt Like We Were Rats or Something:" The Problem of Imposition in Participatory Research by Susan Victor
Research as Autobiography: Imposition/Life by Janice Jipson
Words! Words! Words! by Gretchen Freed-Rowland
Reconstructing Reality: Deconstructing the Collaborative Process