The authors of the thirteen chapters in this volume bring excitement and innovations to teaching about gender from a wide range of theoretical and discipline perspectives. They exhibit the inclusiveness that is central to feminist pedagogya perspective that centers the educational enterprise in the analysis of the interconnectedness of social categories that have traditionally divided and given root to inequality and oppression and aims for no less than social transformation. Empowerment is a core value in gender education and the experiential approach nurtures that goal. This volume provides many examples of the power of learning through experience as the authors demonstrate that,
the authority of the feminist teacher as intellectual and theorist finds expression in the goal of making students themselves theorists of their own lives by interrogating and analyzing their own experience. (Weiler, 1991)
To stimulate the adaptation of the approaches described in these books, each volume includes an Activity / Methodology table that summarizes key elements of each example, such as class size, pedagogy, and other disciplinary applications. Click
here for the table to this title.
The authors of the thirteen chapters in this volume bring excitement and innovations to teaching about gender from a wide range of theoretical and discipline perspectives.
The authors of the thirteen chapters in this volume bring excitement and innovations to teaching about gender from a wide range of theoretical and discipline perspectives. They exhibit the inclusiveness that is central to feminist pedagogya perspective that centers the educational enterprise in the analysis of the interconnectedness of social categories that have traditionally divided and given root to inequality and oppression and aims for no less than social transformation. Empowerment is a core value in gender education and the experiential approach nurtures that goal. This volume provides many examples of the power of learning through experience as the authors demonstrate that,
the authority of the feminist teacher as intellectual and theorist finds expression in the goal of making students themselves theorists of their own lives by interrogating and analyzing their own experience. (Weiler, 1991)To stimulate the adaptation of the approaches described in these books, each volume includes an Activity / Methodology table that summarizes key elements of each example, such as class size, pedagogy, and other disciplinary applications.
ForewordRobert A. Corrigan; About This SeriesGerald Eisman;
IntroductionGeraldine B. Stahly; Activity/Methodology Table; List of
Contributors SECTION I GENDER AND IDENTITY.
1. Gender, Identity, Theory, and
ActionTalia Bettcher;
2. Final Project Runway. In the Is of Asian American
WomenAllyson Tintiangco-Cubales;
3. The Gendered Meaning Of DressConnie
Ulasewicz SECTION II THE SOCIAL CONSTRUCTION OF GENDER IN AN EDUCATIONAL
SETTING.
4. Examining Gender and Classroom Teaching PracticesSherrie
Carinci;
5. Feminism, Public Sociology and Service Learning. Issues of Gender
in the Primary School ClassroomKristyan M. Kouri SECTION III FEMINIST
PEDAGOGY AND SERVICE LEARNING.
6. Women as Social Warriors. A Framework for
Community Service-Learning Combining Amazonian Feminist Thinking and Social
Justice Education TheoriesVeda E. Ward;
7. Placing Gender and Multi-Cultural
Competence at the Center. The Young Womens Studies ClubSusan E. Cayleff and
Angela J. LaGrotteria;
8. Learning about Prejudice, Oppression, and Hate.
Reversing the SilenceSilvina Ituarte SECTION IV WOMEN AND VIOLENCE.
9. Using
an Ecological Perspective to Understand and Address Sexual Assault on
CampusCourtney E. Ahrens and Patricia D. Rozee;
10. From No means No to
Community Change. The Impact of University Based Service-Learning Related to
Intimate Violence PreventionElena Klaw and Marilyn C. Ampuero;
11. Service
Learning in a Psychology Course. Women and ViolenceGloria Cowan SECTION V
SERVICE LEARNING AND RESEARCH.
12. Empowering Older Women through
Service-Learning ResearchLuciana Lagana;
13. DNA as a Tool For Social
Justice. Service Learning and Paternity Testing In TanzaniaRuth Ballard.
Geraldine B. Stahly is Professor of Psychology at California State University, San Bernardino. Robert A. Corrigan is President, San Francisco State University. Gerald S. Eisman is the Acting Director of the Institute for Civic and Community Engagement at San Francisco State University.
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