Feminist Teacher最新文献_第8页

Always in the Mood for Moody: Teaching History through Anne Moody’s Coming of Age in Mississippi 总是喜欢穆迪:通过安妮·穆迪在密西西比州的成长来教授历史

Feminist Teacher

Pub Date : 2015-05-24 DOI: 10.5406/FEMTEACHER.24.1-2.0018

T. Boisseau

© 2015 by the board of trustees of the university of ill inois In my search for a way of teaching American history as something that truly belongs to women and to men, to the powerful as well as to those who lack power in a formal sense, as something that is not the story of white people with an unusually interesting person of color charitably thrown in for good measure, I have found several popular texts that have functioned to change the classroom conversation in substantive and foundational ways, permitting students not only to see and understand what it meant to be young, female, and poor, for instance, in another time and place, but to explain to students why and how significant historical changes occurred and occurred precisely because of what it meant to be young, female, and poor at that particular moment. While many influential writings on African American women’s autobiography and civil rights activism have shaped my thinking and form an implicit theoretical framework for this essay, the preeminent teaching text in my arsenal of those that make all the difference in my typical, large, freshman-level college survey of United States history, one I have most often taught at an open-enrollment second-tier state university, is the perennially popular civil rights era memoir first published in 1968 by Anne Moody, Coming of Age in Mississippi. Typically classified as “juvenile” or “adolescent” literature, Moody’s text has not been viewed as important for its literary features (see for instance: http://www. enotes.com/coming-age-mississippi -salem). Its very popularity—the fact that my students are always “in the mood for Moody”—and the pop cultural features of this text (not only its style but its content) offer opportunities for classroom analysis inquiry that no other text or work of literature I have assigned provides. The historical evidence that this young, rural, impoverished, black woman’s memoir brings to students’ consciousness pulls together all the political, economic, and social history about the civil rights movement as well as the biggest events and developments in the United States of the middle years of the twentieth century that I hope to explain, all the while packaging it in a compelling narrative that humanizes rural African American women as subjectsin-the-making forging historical change rather than as inert objects to whom history has happened. Most importantly, Moody’s accessible memoir allows stuAlways in the Mood for Moody: Teaching History through Anne Moody’s Coming of Age in Mississippi

在我寻找一种教授美国历史的方式的过程中，美国历史真正属于女性和男性，属于有权势的人，也属于那些在正式意义上没有权力的人，而不是白人和一个非常有趣的有色人种的故事，我发现了一些流行的文本，它们在实质性和根本性的方面改变了课堂对话，让学生不仅看到和理解在另一个时间和地点作为年轻、女性和贫穷的人意味着什么，而且向学生解释为什么以及如何发生重大的历史变化，正是因为在那个特定的时刻作为年轻、女性和贫穷的人意味着什么。虽然许多关于非裔美国妇女自传和民权运动的有影响力的著作影响了我的思想，并为本文形成了一个隐含的理论框架，但在我的典型的、大型的、大一学生水平的美国历史调查中，我最常在一所开放招生的二线州立大学教授的那些优秀的教学文本，是一部长期受欢迎的民权时代回忆录，1968年由安妮·穆迪首次出版，书名是《密西西比州的成年》。穆迪的作品通常被归类为“少年”或“青少年”文学，其文学特征并不被视为重要(例如:http://www)。enotes.com/coming-age-mississippi salem)。它非常受欢迎——事实上，我的学生总是“有穆迪的心情”——这本书的流行文化特征(不仅是它的风格，还有它的内容)为课堂分析探究提供了机会，这是我布置的其他文本或文学作品所没有的。这个年轻的，农村的，贫穷的黑人妇女的回忆录给学生们带来的历史证据把所有关于民权运动的政治，经济和社会历史以及20世纪中期美国最大的事件和发展结合在一起，我希望解释一下，同时用一种引人注目的叙事方式将其包装起来，将非洲裔美国农村妇女人性化，使她们成为推动历史变革的主体，而不是历史发生在她们身上的惰性对象。最重要的是，穆迪这本通俗易懂的回忆录让《总是为穆迪而高兴:通过安妮·穆迪在密西西比州的成长来教授历史》成为可能

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引用次数: 3

“Hiding in Plain Sight”: An Interview with Cara Hoffman 《隐藏在众目睽睽之下》:卡拉·霍夫曼访谈

Feminist Teacher

Pub Date : 2015-05-24 DOI: 10.5406/FEMTEACHER.24.1-2.0032

Sara Hosey

© 2015 by the board of trustees of the university of ill inois Cara Hoffman’s work enacts George Orwell’s imperative to “pay attention to the obvious” (an idea that several sympathetic characters repeat in her 2011 novel So Much Pretty), probing aspects of twentyfirst century life in the United States that have become so accepted as to be unremarkable, such as epidemic levels of violence against women, unchecked corporate assaults upon ecologically fragile systems, and the unrelenting pursuit of military campaigns in oil-rich nations. In particular, So Much Pretty grapples with the appropriate response to a culture in which the objectification and humiliation of women is a lucrative form of entertainment; similarly, her more recent Be Safe I Love You (2014) investigates the ways that the continuation of war depends on an aestheticization of violence. Laying bare how men’s exploitation of the earth, of other men, and of women are interrelated and mutually sustaining, these novels, like much of Hoffman’s nonfiction work, are centrally concerned with that which is “hiding in plain sight” literally and metaphorically, asking us to face what we have so studiously avoided. A young woman’s abduction, mistreatment, and murder are at the center of So Much Pretty as the novel describes the kind of world—the local community and the larger global context—in which women’s victimization is, in the words of one character, “expected . . . unsurprising. . . normal” (50). A multiperspectival novel, So Much Pretty is driven by the linked stories of three female characters: Wendy White, a working-class girl who dates an older, more affluent man (the mastermind behind her abduction); Alice Piper, a slightly younger former swimming teammate of Wendy’s, the precocious daughter of progressive back-to-thelanders; and Stacey Flynn, a local reporter who takes Wendy’s murder personally and who aggressively publishes information about violence against women in her newspaper, including national domestic violence statistics and information about local domestic violence cases (225). Perhaps not unlike Flynn’s readers, Hoffman’s readers are thus confronted with the pervasiveness of violence against women; also perhaps not unlike Flynn’s readers, Hoffman’s readers may feel a pressure to act in response to this information. In the world of the novel, the information Flynn provides activates Alice, who decides “Hiding in Plain Sight”: An Interview with Cara Hoffman

卡拉·霍夫曼(Cara Hoffman)的作品体现了乔治·奥威尔(George Orwell)“关注显而易见的事情”的要求(她在2011年的小说《如此美丽》(So Much Pretty)中，几个富有同情心的人物重复了这一观点)，探讨了21世纪美国生活中那些已被普遍接受而不引人注目的方面，比如对女性的暴力泛滥、企业对生态脆弱系统的肆无忌惮的攻击、在石油资源丰富的国家进行不懈的军事行动。特别是，《如此美丽》努力应对一种文化，在这种文化中，物化和羞辱女性是一种有利可图的娱乐形式;同样，她最近的作品《安全，我爱你》(2014)探讨了战争的延续是如何依赖于暴力的审美化的。这些小说揭示了男人对地球、对其他男人和女人的剥削是如何相互关联和相互维持的，就像霍夫曼的许多非虚构作品一样，主要关注的是那些从字面上和隐喻上“隐藏在眼前”的东西，要求我们面对我们如此刻意回避的东西。一个年轻女子的绑架、虐待和谋杀是《如此美丽》的中心，小说描述了这样一个世界——当地社区和更大的全球背景——在这个世界里，用一个角色的话来说，女性的受害是“预料之中的……”不足为奇……正常”(50)。《如此美丽》是一部多视角小说，由三个女性角色的相互关联的故事推动:温迪·怀特(Wendy White)，一个工薪阶层的女孩，与一个年长、富裕的男人(绑架她的幕后主使)约会;爱丽丝·派珀(Alice Piper)是温迪(Wendy’s)的前游泳队友，年龄稍小一些，她是进步的重返陆地者的早熟女儿;斯泰西·弗林(Stacey Flynn)是一名当地记者，她将温蒂的谋杀案视为自己的事，并在自己的报纸上积极发布针对妇女的暴力信息，包括全国家庭暴力统计数据和当地家庭暴力案件的信息(225)。或许与弗林的读者没有什么不同，霍夫曼的读者因此面临着普遍存在的针对女性的暴力;或许与弗林的读者没有什么不同，霍夫曼的读者可能会感受到一种压力，要对这些信息做出反应。在小说的世界里，弗林提供的信息激发了爱丽丝，她决定“隐藏在众目睽睽之下”:采访卡拉·霍夫曼

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引用次数: 3

When Sex Doesn’t Sell: Using a Qualitative Analysis of a Feminist Magazine to Teach the Rhetorical Situation 当性不卖的时候:用一本女权主义杂志的定性分析来教授修辞情境

Feminist Teacher

Pub Date : 2015-05-24 DOI: 10.5406/FEMTEACHER.24.1-2.0043

Sarah E. Austin

© 2015 by the board of trustees of the university of ill inois As an instructor at the United States Air Force Academy (USAFA) and USAFA Preparatory School, where the male-to-female ratio is generally around eight to one, I find that feminist ideals are poorly understood, if they’re known at all. The following annotated bibliography teaches students how Aristotle’s rhetorical situation, which focuses on context, author, audience, purpose, and text, may be applied to specific contemporary examples and does so through both feminist and political economic lenses. Bitch magazine is a periodical with a feminist slant that seeks to be economically viable without having to use traditional “sex sells” advertisements, which would undermine both its content and its audience’s values. As such, Bitch magazine and its online counterpart BitchMedia crafted a different rhetorical situation through which it could ensure its economic sustainability without compromising its feminist principles. In doing so, it also elucidates a critique of the capitalistic, patriarchal systems employed via the mass market. annotated bibliography

作为美国空军学院(USAFA)和USAFA预科学校的一名教师，我发现男女比例通常在8:1左右，如果女权主义理想被人们所知，那就很难被理解。下面的注释参考书目教导学生亚里士多德的修辞情境(侧重于语境、作者、受众、目的和文本)如何应用于具体的当代例子，并通过女权主义和政治经济学的视角来实现。《Bitch》杂志是一本带有女权主义倾向的期刊，它寻求在不使用传统的“性销售”广告的情况下实现经济可行性，因为这种广告会损害其内容和受众的价值观。因此，《Bitch》杂志及其在线同行BitchMedia精心设计了一种不同的修辞情境，通过这种情境，它可以在不损害其女权主义原则的情况下确保其经济可持续性。在这样做的过程中，它也阐明了对资本主义的批判，通过大众市场使用的父权制度。带注释的书目

引用次数: 1

Asserting the Right to Belong: Feminist Co-Mentoring among Graduate Student Women 主张归属的权利:女性研究生的女权主义共同指导

Feminist Teacher

Pub Date : 2015-01-29 DOI: 10.5406/FEMTEACHER.23.3.0177

Beth Godbee, Julia C. Novotny

This empirical case study aims to identify how graduate student women mentor each other when tutoring writing and, through doing so, assert their right to belong in the academy. Much existing literature on feminist mentoring emphasizes the need for better mentoring for women, whether in work or school environments, in current or future faculty positions (see, e.g., Bona, Rinehart, and Volbrecht; Darwin; Eble and Gaillet; Enos; Fishman and Lunsford; Goeke et al.). Across the literature, there is also attention to the role that peer mentoring or co-mentoring plays in providing support for women in higher education. Jennifer Goeke et al., for instance, have shown the importance of peer mentoring among junior faculty for achieving both scholarly productivity and work/life balance. Lori D. Patton has documented that peer mentoring among African American women provides a range of benefits, including “sharing information with friends, writing and studying together, seeking advice, and simply enjoying conversations with a person they could trust” (529). And in reflecting on their own relationship, Gail M. McGuire and Jo Reger have argued that reciprocal co-mentoring provides encouragement through shared success, allows individuals to pool knowledge and resources, and makes a space for sharing doubts about academia (62–63). While this literature suggests the value of mentoring, particularly feminist co-mentoring, it also indicates a need to understand better the nature of these collaborations. Specifically: what does feminist co-mentoring look like in practice? What interactional and relational work is involved when graduate student women mentor each other? Toward answering these large but central questions, we use the method and theory of applied conversation analysis (CA), which allows us to present and closely analyze a case study based on videotaped interactions of two graduate student women of color who met weekly in a campus writing center over several months. This case was recorded as part of a larger study that involved videotaping writing conferences and interviewing writers and tutors about their ongoing relationships and work together. Though the case study participants never explicitly name

本实证案例研究旨在确定研究生女学生在辅导写作时如何相互指导，并通过这样做来维护她们在学院的权利。许多关于女权主义指导的现有文献都强调需要为女性提供更好的指导，无论是在工作或学校环境中，还是在当前或未来的教职岗位上(参见Bona, Rinehart和Volbrecht;达尔文;埃布尔和盖勒;以挪士;菲什曼和伦斯福德;Goeke等人)。在整个文献中，还关注了同伴指导或共同指导在为高等教育中的女性提供支持方面所起的作用。例如，Jennifer Goeke等人已经证明了在初级教师中同伴指导对于实现学术生产力和工作/生活平衡的重要性。Lori D. Patton记录了非裔美国女性之间的同伴指导提供了一系列的好处，包括“与朋友分享信息，一起写作和学习，寻求建议，只是享受与一个他们可以信任的人交谈”(529)。在反思他们自己的关系时，Gail M. McGuire和Jo Reger认为，互惠的共同指导通过分享成功提供了鼓励，允许个人汇集知识和资源，并为分享对学术界的疑虑创造了空间(62-63)。虽然这些文献表明了指导的价值，特别是女权主义的共同指导，但它也表明需要更好地理解这些合作的本质。具体来说:女权主义的共同指导在实践中是什么样的?当女研究生互相指导时，涉及到哪些互动和关系的工作?为了回答这些大而核心的问题，我们使用了应用对话分析(CA)的方法和理论，这使我们能够呈现并仔细分析一个案例研究，该案例研究基于两个有色人种女研究生的视频互动，她们在几个月的时间里每周在校园写作中心见面。这个案例被记录为一个更大的研究的一部分，该研究包括对写作会议进行录像，并采访作家和导师，了解他们正在进行的关系和合作。尽管案例研究参与者从未明确点名

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引用次数: 10

Teaching Note: Teaching about Privilege and Feminist Research Ethics 教学笔记:讲授特权与女性主义研究伦理

Feminist Teacher

Pub Date : 2015-01-29 DOI: 10.5406/FEMTEACHER.23.3.0248

Arlene Sgoutas

© 2014 by the board of trustees of the university of ill inois This essay looks primarily at one approach to teaching about privilege in a feminist research course. I talk about the motivation to ask students to participate in this exercise and the potential as well as the challenges it has for raising awareness of one’s own privileges before setting out to do feminist research. Additionally, the paper outlines the preparation for the activity by attending to the learning climate and how student resistance can itself be made into a learning opportunity. The challenges and risks of raising student’s awareness of their position and of their privileges illustrate that no one single approach or activity, in itself, is sufficient. Embedded into a course where so many other aspects align to make it effective, the paperclip activity contributes to meeting the objectives of raising awareness. Still, the instructor needs to be cautious about how the activity is received by the students.

这篇文章主要关注女权主义研究课程中关于特权的一种教学方法。在开始做女权主义研究之前，我谈到了让学生参与这项活动的动机，以及它在提高人们对自己特权的认识方面的潜力和挑战。此外，本文还概述了通过关注学习氛围来为活动做准备，以及如何将学生的抗拒本身转化为学习机会。提高学生对自己的地位和特权的认识所面临的挑战和风险表明，没有任何一种方法或活动本身是足够的。在课程中嵌入了许多其他方面，使其有效，回形针活动有助于实现提高认识的目标。尽管如此，教师还是需要对学生如何接受这项活动保持谨慎。

引用次数: 1

Problems of Gender Identity: Using the Short Story as a Teaching Tool about Gender 性别认同的问题:用短篇小说作为性别教育的工具

Feminist Teacher

Pub Date : 2015-01-29 DOI: 10.5406/FEMTEACHER.23.3.0254

Nicole Décuré

A well-known riddle goes like this: A man and his son have a serious road accident. They arrive at the hospital. The father is dead. The son is taken into the operating room. The surgeon looks at the young person and cries out: “My son!” How come? Whether at the dinner table or in the classroom, this riddle never fails to provoke discussion. The most far-fetched hypotheses are made when the plain solution stares everyone in the face. So deeply ingrained is gender stereotyping that it takes most people a long time to make the very simple deduction (and a lot do not manage to do so) that the surgeon is the boy’s mother, that is to say not a man, but a woman. In a language like French, with the regrettable habit of not using the feminine form of a noun even when it is possible, especially for prestigious job titles, the problem gets worse as the surgeon becomes “le docteur” or “le chirurgien,”1 thereby suppressing, before it can even be born, any temptation to imagine the medical worker as female. Marina Yaguello (147) commented on the differences between English and French: “English-speaking people are rather better equipped than us French-speaking people, as they have at their disposal a majority of epicene nouns (indifferent to gender) as well as a system of epicene articles and adjectives. So much so that when we read, for example, a first-person narrative, we may well have to read dozens of pages or so before we are able to discover the sex of the narrator.”2

一个众所周知的谜语是这样的:一个男人和他的儿子发生了严重的交通事故。他们到达了医院。父亲死了。儿子被送进了手术室。外科医生看着这个年轻人，喊道:“我的儿子!”怎么会？无论是在餐桌上还是在教室里，这个谜语总是引起讨论。当简单的解决方案摆在每个人面前时，最牵强的假设就产生了。性别刻板印象是如此根深蒂固，以至于大多数人花了很长时间才做出一个非常简单的推断(很多人都做不到)，即外科医生是男孩的母亲，也就是说，不是男人，而是女人。在像法语这样的语言中，即使有可能，也不使用名词的女性形式，尤其是在有声望的职位上，这是一种令人遗憾的习惯，当外科医生变成“le docteur”或“le chirurgien”1时，问题变得更糟，因此，在它诞生之前，任何把医务工作者想象成女性的诱惑都被压制了。Marina Yaguello(147)评论了英语和法语之间的差异:“说英语的人比我们说法语的人更有条件，因为他们可以随意使用大多数epicene名词(与性别无关)以及一套epicene冠词和形容词系统。”因此，当我们阅读第一人称叙事时，我们可能要读几十页左右才能发现叙述者的性别。

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引用次数: 1

Queering Institutions?: Sexual Identity in Public Education in a Canadian Context 酷儿的机构?:加拿大公共教育中的性别认同

Feminist Teacher

Pub Date : 2015-01-29 DOI: 10.5406/FEMTEACHER.23.3.0196

Heather Shipley

In April 2010, a series of proposed changes to the Ontario sex education curriculum for publicly-funded institutions within the province was announced. Within three days of that announcement, then premier of Ontario, Dalton McGuinty, put a hold on the proposed changes, stating that consideration of the multicultural and religiously diverse needs of the population was required before any changes were to go into effect (“McGuinty”). Since then, the Accepting Schools Act (regarding policies of nondiscrimination in publicly funded schools) has been introduced and hotly debated across the province, and a slightly revised curriculum was implemented in 2010 (to a lesser extent than originally proposed). I use the curriculum debate as an entryway to think about whether it is possible to queer public institutions, specifically asking whether we are capable of queering publicly funded education. Although much contemporary identity theory, and queer theory in particular, pushes boundaries of identity conformity and offers nuanced and complex pictures of the ways people live out their gendered and sexual identities, the gap between this cutting-edge research and the lived reality (here for youth) is demonstrated by ongoing negative responses to sexual or gender diversity. I argue that the consternation sexual and gender diversity elicits when introduced into sex education curriculum is a reflection of the resistance to destabilizing sexual identity within the institution of education. Incorporating Elizabeth Grosz’s theory of becoming and Brenda Cossman’s work on sexual citizenship, sexual identity destabilization within public education is critical because youth are in the process of becoming sexual citizens; and yet it is the space of becoming and of being in progress that elicits moral panic and resistance to this destabilization. Although identity theory and queer theory continue to push boundaries and ask challenging questions about what “normal” is and how “the normal” is continually redefined, there is still a large gap between these theoretical insights and the lived experience of identity difference. Surveys among youth in Canada, for example, regarding the experience of Queering Institutions?: Sexual Identity in Public Education in a Canadian Context

2010年4月，安大略省公布了一系列针对省内公立机构的性教育课程改革提案。公告发布后不到三天，时任安大略省省长的道尔顿·麦坚迪(Dalton McGuinty)就搁置了拟议中的改革，他表示，在任何改革生效之前，都需要考虑到人口的多元文化和宗教多样性需求(“麦坚迪”)。从那时起，《接受学校法案》(acceptance Schools Act)(关于公立学校的非歧视政策)在全省范围内被引入并引发了激烈的争论，2010年，一份略有修改的课程被实施(程度比最初提议的要小)。我以课程辩论为切入点，思考是否有可能让公共机构变得酷儿，特别是问我们是否有能力让公共资助的教育变得酷儿。尽管许多当代身份理论，尤其是酷儿理论，突破了身份一致性的界限，并提供了人们如何活出自己的性别和性身份的微妙而复杂的图景，但这种前沿研究与生活现实(这里是针对年轻人的)之间的差距，体现在对性或性别多样性的持续负面反应上。我认为，性和性别多样性在引入性教育课程时引发的恐慌，反映了教育机构内部对不稳定的性别认同的抵制。结合Elizabeth Grosz的成为理论和Brenda Cossman关于性公民的工作，公共教育中的性身份不稳定是至关重要的，因为年轻人正处于成为性公民的过程中;然而，正是“成为”和“在进步”的空间引发了道德恐慌和对这种不稳定的抵制。尽管身份理论和酷儿理论不断突破界限，并提出了关于什么是“正常”以及如何不断重新定义“正常”的挑战性问题，但这些理论见解与身份差异的生活经验之间仍然存在很大差距。例如，对加拿大青年的调查，关于酷儿机构的经验?:加拿大公共教育中的性别认同

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引用次数: 3

Developing a Nonsexist/Nongendered Language Policy at the University of Wisconsin-Eau Claire 在威斯康星大学欧克莱尔分校制定无性别歧视/无性别的语言政策

Feminist Teacher

Pub Date : 2015-01-29 DOI: 10.5406/FEMTEACHER.23.3.0230

Erica Benson, Theresa D. Kemp, Angela G. Pirlott, C. Coughlin, Quinn Forss, Laura Becherer

引用次数: 2

Intellectual Activism: The Praxis of Dr. Anna Julia Cooper as a Blueprint for Equity-Based Pedagogy 知识分子行动主义:安娜·朱莉娅·库珀博士作为公平教学法蓝图的实践

Feminist Teacher

Pub Date : 2015-01-29 DOI: 10.5406/FEMTEACHER.23.3.0211

V. Sulé

Having faced seemingly insurmountable challenges of enslavement, Jim Crow segregation, and de facto discriminatory practices, African Americans have historically championed education as a vehicle for community enrichment (Anderson Education; Cooper Voice; Giddings).1 Thus, among African Americans, education has long served as a mechanism to facilitate societal transformation—the form of transformation that addresses social inequities. For many African Americans, however, educational access was an elusive proposition because the entanglements of race, gender, and class placed them at a disadvantage. Furthermore, the few who reached the highest strata of educational attainment had to contend with institutional processes that operated to undermine their legitimacy or discourage their investment in social equity issues (Collins Fighting; Anderson “Race”; Malveaux). Often barred from the most resource-rich institutions, Black scholars committed to improving the life outcomes of others had to determine how to fulfill their altruistic agenda while maintaining their cerebral endeavors. Despite these challenges, some scholars were able to marry their intellectualism with community activism. Most notable among them is Dr. Anna Julia Cooper, an educator who rose from slavery to become the fourth African-American female to receive a PhD degree. Through an exploration of Cooper’s life and praxis, this paper serves as a blueprint for scholars invested in merging theory and social action to enact what I label intellectual activism. Most importantly, it places Cooper’s work within a paradigm that names educational access as a human right because her educational philosophy challenges structures and practices that hinder personal development and engagement in civic life.

面对奴役、种族隔离和事实上的歧视等看似无法克服的挑战，非裔美国人历来支持教育，将其作为丰富社区的工具(安德森教育;库珀的声音;吉丁斯)1。因此，在非裔美国人中，教育长期以来一直是促进社会转型的一种机制——这种转型的形式解决了社会不平等问题。然而，对于许多非裔美国人来说，受教育的机会是一个难以捉摸的命题，因为种族、性别和阶级的纠缠使他们处于不利地位。此外，少数达到最高教育水平的人不得不与制度程序作斗争，这些制度程序破坏了他们的合法性，或阻碍了他们对社会公平问题的投资(柯林斯战斗;安德森“种族”;Malveaux)。黑人学者往往被资源最丰富的机构拒之门外，他们致力于改善他人的生活结果，不得不决定如何在保持脑力劳动的同时实现他们的利他主义议程。尽管面临这些挑战，一些学者能够将他们的理智主义与社区行动主义结合起来。其中最著名的是安娜·朱莉娅·库珀博士，她是一位从奴隶中崛起的教育家，成为第四位获得博士学位的非裔美国女性。通过对库珀生平和实践的探索，本文为致力于将理论与社会行动相结合的学者提供了一份蓝图，以制定我称之为知识分子行动主义的行动。最重要的是，它将库珀的工作置于一个范式中，将受教育的机会视为一项人权，因为她的教育理念挑战了阻碍个人发展和参与公民生活的结构和实践。

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引用次数: 10

“We’re Not Afraid of the ‘F Word”: Storying Our Voices and Experiences of Women and Gender Studies in Australian Universities “我们不害怕‘F’这个词”:讲述我们的声音和澳大利亚大学女性与性别研究的经历

Feminist Teacher

Pub Date : 2014-11-14 DOI: 10.5406/FEMTEACHER.23.2.0126

E. Mackinlay

© 2014 by the board of trustees of the university of ill inois I could tell her house from the others as soon as I turned down the street—a modest bluestone cottage in an inner suburb of Melbourne, complete with a rambling front garden of roses, lavender, alyssum, and daisies. I had not had time to think about meeting her, but now that the moment was approaching, I felt extremely nervous. As far as women’s liberation went, she was the “real deal,” and the opportunity to interview her felt like a once in a lifetime occasion. The iron gate squeaked as I opened it, and not wanting to make any more noise than necessary, I hesitantly pressed the doorbell. Moments later, a delicately framed woman with white hair came to the door. “Hi . . . Merle? I’m Liz,” I said and reached forward to introduce myself. She took my hand and gently kissed my cheek. “Welcome to my home,” Merle said and gestured for me to come inside. We walked down a narrow corridor to the end of the house, the walls lined with black and white family photos and more recent colour snaps of her children and grandchildren. Nodding for me to sit down, Merle placed herself on a wooden chair opposite. “Before we begin,” she spoke quietly and with authority, “I am curious to know how and why it is that you come to be here with me in my dining room?” Some of us might know Merle Thornton as the mother of Sigrid Thornton (a well-known Australian actor); as the feisty feminist who famously chained herself to the bar at the Regatta hotel in Brisbane in 1965 for women’s right to drink and inhabit the same public social spaces as men (Thornton, “Our Chains”); or perhaps as the political activist who fiercely and “We’re Not Afraid of the ‘F Word”: Storying Our Voices and Experiences of Women and Gender Studies in Australian Universities

一走到街上，我就能把她的房子和其他房子区分开来——那是墨尔本近郊的一所朴素的青石小屋，前面有一个凌乱的花园，里面种着玫瑰、薰衣草、茉莉和雏菊。我没有时间去想和她见面的事，但现在这一刻即将来临，我感到非常紧张。就妇女解放而言，她是“货真价实的”，采访她的机会就像一生一次的机会。当我打开铁门时，它发出吱吱的声音，我不想发出不必要的声音，于是犹豫地按了按门铃。过了一会儿，一个被精心陷害的白发女人走到门口。“嗨……默尔?我叫小莉，”我说着伸出手来自我介绍。她拉着我的手，轻轻地吻了我的脸颊。“欢迎来到我家，”梅尔说，并示意我进去。我们沿着一条狭窄的走廊走到房子的尽头，墙上挂着黑白全家福，还有她孩子和孙子们的彩色近照。梅尔点头示意我坐下，然后坐在对面的一把木椅上。“在我们开始之前，”她平静而权威地说，“我很想知道你是怎么来的，为什么要来我的饭厅?”我们中的一些人可能知道梅尔·桑顿是西格丽德·桑顿(一位著名的澳大利亚演员)的母亲;1965年，她把自己锁在布里斯班Regatta酒店的酒吧里，以争取女性与男性一样喝酒和居住在公共社交空间的权利而闻名(桑顿，《我们的锁链》);也可能是一位政治活动家，她激烈地发表了《我们不害怕‘F’这个词》:讲述我们在澳大利亚大学中女性和性别研究的声音和经历

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引用次数: 1