Literary Identification as Transformative Feminist Pedagogy

Autor/in	Jespersen, T. Christine
Titel	Literary Identification as Transformative Feminist Pedagogy
Quelle	In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 24 (2014) 3, S.221-228 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0882-4843
DOI	10.5406/femteacher.24.3.0221
Schlagwörter	Social Justice; Feminism; Ideology; Teaching Methods; Environmental Education; Higher Education; Literature; Conservation (Environment); Social Influences; Gender Issues; Racial Factors; Novels; Critical Literacy + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Feminismus; Ideologie; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Literatur; Conservation; Environment; Konservierung; Bewahung; Umwelt; Sozialer Einfluss; Geschlechterfrage; Novel; Roman; Kritisches Lesen
Abstract	The project of social justice in education, or maybe any education, involves ideological shifts. These shifts include profound changes to the self. One way that ideological beliefs change is through a process of identification, which occurs on conscious and unconscious levels. As we build our identities through identification, the incorporation of the same and other into ourselves, we also modify ideological makeup. Identification and its embeddedness with ideological formation at conscious and unconscious levels also suggests that teaching critical reading as divorced from uncritical reading may not only be undesirable, but probably impossible. The author teaches a general education environmental justice literature course that is on the recommended list for environmental studies students. The course is part of the larger dialogue within environmental studies to redefine environmental studies and environmentalism as inextricably tied to issues of race, class, and gender. It is also involved in the university's project to diversify its curriculum. This article explores what about this particular course sparks such anxiety and rage at the time, but lasting beneficial effects in the long run. (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01