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Starting with a nuanced interpretation of consciousness-raising, longtime feminist educator Berenice Malka Fisher develops her philosophy of feminist teaching as a form of political discourse. Through reflection on a series of candid classroom stories, she analyzes knotty problems faced by academics and activists. What counts as knowledge in discussion of feminist issues? Can teachers exercise authority without being authoritarian? What is the role of caring in political deliberation? Should safety be considered when students and teachers You just clipped your first slide!
Long-time feminist educator, Berenice Malka Fisher, gives a nuanced interpretation of second wave feminist consciousness-raising that bridges the gap between feminist activism and the academy. By developing a theory carefully shaped around practice. No Angel in the Classroom does not offer simple solutions, yet it helps politically engaged teachers to think through knotty problems that arise in their work.
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No Angel in the Classroom : Teaching Through Femin | eBay
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For additional information, see the Global Shipping Program terms and conditions - opens in a new window or tab No additional import charges on delivery Delivery: Estimated between Wed. Payments: Special financing available. An error occurred, please try again. Very Good : A book that does not look new and has been read but is in excellent condition. Shipped to over one million happy customers. Taking a fresh look at questions that have long troubled teachers committed to social change, No Angel in the Classroom provides a richly conceptualized and down-to-earth account of feminist teaching in higher education.
Long-time feminist educator, Berenice Malka Fisher, gives a nuanced interpretation of second wave feminist consciousness-raising that bridges the gap between feminist activism and the academy.
Candid classroom stories bring out the myths embedded in many activist ideals of the s, while Fisher's informed analysis builds on these tensions, offering a complex amount of experience, emotion, thought, and action in feminist teaching. Visit our website for sample chapters! It provides a coherent, focused vision of feminist pedagogy. Fisher's book doesn't put forward easy answers to the question of what feminist pedagogy is, but characterizes it as work-in-progress, encouraging teachers to reflect upon their own practice and struggle towards their own answers and goes some way toward alleviating the sense of isolation that those who engage in feminist theory and practice feel.
Through a powerful self-reflective assessment of her own pedagogical strategies, Fisher addresses many of the key questions that haunt feminist educators in this so-called "post-feminist" age. Fisher explores the limit and possibilities of consciousness raising and the interplay between experience and theory. She calls for expanded accountability, encourages risk taking in the classroom, and leaves the reader with a cautious optimism about the power of feminist discourse for teaching and modeling social justice. As a result, No Angel in the Classroom is a powerful tool for graduate training in women's studies as well as a vital resource for feminist instructors located in diverse academic settings.
Teachers will be able to use this book to bring a wide range of feminist theories before students not as contestants for their loyalty, nor as a mere smorgasbord, but as resources for thinking about pressing situations in their own lives, classes, worlds. This is a required course for all students in our doctoral program in English Studies. This English studies model explores interactions among different fields of English, including: literature, composition, rhetoric, linguistics, critical theory, and pedagogy and each student in the course specialized in one of any of these areas.
There were also several international students in the course, one from Japan, one from Thailand, one from Korea, one from Cameroon, and one from Kuwait. We have a large international doctoral program. Everyone's responses to Fisher's text in this culturally and academically diverse class was enthusiastic.
Most of my students felt that for the first time they began to understand who they were as teachers. They felt that Fisher articulated things they knew to be true, but had never thought through themselves, ideas about the place of personal experience and authority in the classroom, or about care, safety, and difference. Some of our most exciting discussions during the semester occurred in relation to the key issues Fisher raises about feminist classrooms.
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A student who initially resisted the text because of its focus on feminist pedagogy, which he thought had nothing to do with him, finally understood that feminism did not exclude men. In fact, the text helped him articulate many of his own pedagogical ideas that were closely related to Fisher's ideas about reflection, safety, and identity.
Another student who believed he would be lecturing primarily, also found ways to apply Fisher's ideas to his own teaching situation. Whether postcolonial or medieval scholars, ESL or EFL teachers, everyone incorporated ideas from this text into their work for the course. This was the first book we read in our class and the students didn't stop talking about how much they had learned from it the entire semester. It helped them, A thought-provoking work, offering a social history of the feminist movement and relating the author's experiences as a long-time feminist educator.
I recommend this book to the neophyte as well as the established feminist academic.