Persistent Link:
http://hdl.handle.net/10150/291480
Title:
Exploring feminist pedagogies
Author:
Golo, Erica Maria, 1951-
Issue Date:
1998
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Feminist pedagogical aims and strategies have been discussed in a variety of articles and essays and in a few recent books. This thesis explores feminist discourse on pedagogies and attempts to reconstruct the development of these discourses historically. Early writings on feminist pedagogies were the product of the action-oriented feminism of the 1970s and focused on classroom practices, while recent works, rooted in the larger framework of poststructuralist feminism, engage in a complex theoretical dialogue with the philosophical narratives and counternarratives that oriented emancipatory pedagogies and problematized the boundaries between feminist and other emancipatory pedagogies. The thesis comprises an analysis of the historical and theoretical implications of the literature on feminist pedagogies, and an ethnographic part based on six interviews with Professors of Women's Studies at the University of Arizona, who were asked to discuss the meanings, possibilities and predicaments of feminist teaching in a large research University.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Sociology of.; Women's Studies.; Education, Philosophy of.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Women's Studies
Degree Grantor:
University of Arizona
Advisor:
Temple, Judy Nolte

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleExploring feminist pedagogiesen_US
dc.creatorGolo, Erica Maria, 1951-en_US
dc.contributor.authorGolo, Erica Maria, 1951-en_US
dc.date.issued1998en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractFeminist pedagogical aims and strategies have been discussed in a variety of articles and essays and in a few recent books. This thesis explores feminist discourse on pedagogies and attempts to reconstruct the development of these discourses historically. Early writings on feminist pedagogies were the product of the action-oriented feminism of the 1970s and focused on classroom practices, while recent works, rooted in the larger framework of poststructuralist feminism, engage in a complex theoretical dialogue with the philosophical narratives and counternarratives that oriented emancipatory pedagogies and problematized the boundaries between feminist and other emancipatory pedagogies. The thesis comprises an analysis of the historical and theoretical implications of the literature on feminist pedagogies, and an ethnographic part based on six interviews with Professors of Women's Studies at the University of Arizona, who were asked to discuss the meanings, possibilities and predicaments of feminist teaching in a large research University.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Sociology of.en_US
dc.subjectWomen's Studies.en_US
dc.subjectEducation, Philosophy of.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineWomen's Studiesen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorTemple, Judy Nolteen_US
dc.identifier.proquest1389587en_US
dc.identifier.bibrecord.b38633577en_US
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