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Gender, feminism, and queer theory in the self-study of teacher education practices /
This edited volume gives explicit attention to the influence of gender, feminism, and queer theory in self-study of teacher education practices. It builds on the self-study community's interest in social justice that has mostly been focused on race, ethnicity, gender, disability, and power, as...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
SensePublishers,
2014.
|
| Colección: | Professional learning (Sense Publishers) ;
volume 17. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Gender, feminism, and queer theory in the self-study of teacher education practices / |c edited by Monica Taylor, Lesley Coia (eds.). |
| 264 | 1 | |a Rotterdam : |b SensePublishers, |c 2014. | |
| 300 | |a 1 online resource (xii, 174 pages) | ||
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| 347 | |a text file | ||
| 347 | |b PDF | ||
| 490 | 1 | |a Professional learning ; |v volume 17 | |
| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Online resource; title from PDF title page (SpringerLink, viewed August 18, 2014). | |
| 520 | |a This edited volume gives explicit attention to the influence of gender, feminism, and queer theory in self-study of teacher education practices. It builds on the self-study community's interest in social justice that has mostly been focused on race, ethnicity, gender, disability, and power, as well as broad conceptions that include multiculturalism and ways of knowing. This is the time to examine gender both because our community is growing and because of the reconceptualization of issues of gender, feminism, and queer theory in teacher education. This collection of papers provides a space for members of the self-study field, from founders to welcomed new members, along with the general community of teacher educators to problematize these issues through a variety of theoretical lenses. As always with self-study the impetus of the research is on the improvement of individual practice. Readers will find innovative approaches and insights into their own work as teacher educators. | ||
| 505 | 0 | |a TABLE OF CONTENTS; ACKNOWLEDGEMENTS; SERIES EDITOR'S FOREWORD; REFERENCES; INTRODUCTION; FOCUSING ON GENDER, FEMINISM, AND QUEER THEORY TO MAKE A DIFFERENCE; NAVIGATING THE CHAPTERS; REFERENCES; ADDRESSING GENDER, FEMINISM, AND QUEER THEORY THROUGH SELF-STUDY OF TEACHER EDUCATION PRACTICES: A LITERATURE REVIEW; METHODS OF ANALYSIS; GENDER; Examining Gender as Part of a Larger Lens on Social Justice; Narrowly Focusing on Gender Stereotypes; Gender and Agency; FEMINISM; Feminist Perspectives on Self-Study; Studying the Self; Exploring Power and Authority; Maintaining Complexity. | |
| 505 | 8 | |a Using Feminist Research Methods in Self-StudyQUEER THEORY; Addressing Issues of Sexuality; Influence of Sexuality on Teacher Educator Identity; Queer Theory as an Analytical Lens for Self-Study; CONCLUSION; REFERENCES; AFFILIATIONS; EXPLORING AND CONNECTING LINES OF FLIGHT IN A SELF -STUDY COMMUNITY; PROLOGUE; CONTEXT; RHIZOMATICS; MAPPING LINES OF FLIGHT; BECOMINGS; Working as a Group; Consciousness Raising; Claiming Power; Enacting Agency; Transforming Self; DISCUSSION; EPILOGUE: WHERE DO WE GO NEXT?; REFERENCES; AFFILIATIONS; INTERPRETATION AND GENDER WITHIN THE ZONE OF INCONCLUSIVITY. | |
| 505 | 8 | |a THEORETICAL FRAMESFeminist and Queer Theories; Positioning Theory; SELF-STUDY OF TEACHING AND TEACHER EDUCATION PRACTICES RESEARCH; Dialogue; Ontology As Stance; Interpretation; Bakhtin's Zones of Maximum Contact and Inconclusivity; METHODOLOGY; INTERPRETIVE PROCESS; Text Fragment One: November 1st; Reinterpretation 1; Establishing Trustworthiness; SHIFT TO POSITIONING THEORY; Text Fragment 2: December 8 th; Reinterpretation 2; Shift to Positioning Theory; QUEER THEORY AS INTERPRETIVE LENS; CONCLUSIONS; REFERENCES; AFFILIATIONS. | |
| 505 | 8 | |a FEELING: FEMINIST? A SELF-STUDY OF EMOTION AS A FEMINIST EPISTEMOLOGY IN EDUCATION PRACTICEOUR PROVOCATION; EMOTION AND EPISTEMOLOGY; THE STUDY; What Counts as Knowledge: Repositioning Feeling as a Form of Knowledge; Who Knows? Feeling as a Way Into Knowledge Production PositionsStudents as Knowers; How Do We Come To Know Through Feeling? Processes For WorkingWith Feeling; THINKING THROUGH IMPLICATIONS; REFERENCES; AFFILIATIONS; DISTURBING MASCULINITIES: EPISTEMOLOGY, OUTLAW EMOTIONS, AND THE GENDERED SELF IN SELF-STUDY RESEARCH; EPISTEMOLOGY AND EMOTIONS. | |
| 505 | 8 | |a ENGENDERING THE SELF: MASCULINITY AND METHODOLOGYCOMING TO KNOW DIFFERENTLY: PATRIARCHY, EPISTEMOLOGY, AND THE GENDERED SELF; OUTLAW EMOTIONS; DISTURBING MASCULINITIES: EMOTIONS, EPISTEMOLOGIES, AND PATRIARCHY; GENDER, OUTLAW EMOTIONS, EPISTEMOLOGY, AND SELF-STUDY; Emotional Matters: Deconstructing the Epistemological Hegemony of Patriarchy; Gender Matters: The Politics of Outlaw Emotions; DISTURBING EPISTEMOLOGIES: CONCLUDING THOUGHTS; REFERENCES; AFFILIATIONS; FAMILIAL REALITY ENGENDERING FEMINISM: THE IMPACT OF A MATRIARCHAL UPBRINGING ON THINKING ABOUT TEACHING AND LEARNING. | |
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Teachers |x Training of |x Social aspects. | |
| 650 | 6 | |a Enseignants |x Formation |x Aspect social. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Teachers |x Training of |x Social aspects. |2 fast |0 (OCoLC)fst01144426 | |
| 650 | 7 | |a Utbildning |x lärare |x genus |x feminism |x queerteori. |2 kao | |
| 650 | 7 | |a Education |x teachers |x gender |x feminism |x queer theory. |2 kao//eng | |
| 650 | 7 | |a Education |x teachers |x gender |x feminism |x queer theory. |2 kao/eng | |
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| 700 | 1 | |a Taylor, Monica, |d 1968- |e editor. | |
| 700 | 1 | |a Coia, Lesley, |e editor. | |
| 776 | 0 | 8 | |i Print version: |a Taylor, Monica. |t Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices. |d Rotterdam : SensePublishers, ©2014 |
| 830 | 0 | |a Professional learning (Sense Publishers) ; |v volume 17. | |
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