"Taking Back the Campus": Right-Wing Feminism as the "Middle Ground"

Autor/in	Bailey, Courtney
Titel	"Taking Back the Campus": Right-Wing Feminism as the "Middle Ground"
Quelle	In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 16 (2006) 3, S.173-188 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0882-4843
Schlagwörter	Stellungnahme; Colleges; Feminism; Political Affiliation; Political Attitudes; Self Concept; Gender Issues; Academic Freedom; Organizations (Groups); Labeling (of Persons) + Suchen Sie Ihr Suchwort? College; Hochschule; Fachhochschule; Feminismus; Politisches Interesse; Political attitude; Politische Einstellung; Selbstkonzept; Geschlechterfrage; Akademische Freiheit; Labeling-Ansatz
Abstract	Since the late 1990s, the Independent Women's Forum (IWF) has run two major campaigns on the campuses of American colleges and universities. One, entitled "Free Cupid!," attempts to combine gender egalitarianism with conservative notions of heterosexual romance. The second campaign, entitled "Top Ten Things Your Professors Do to Skew You, " outlines the ways in which liberal professors indoctrinate their classes, punish conservative students, and use their classrooms for political grandstanding. The IWF itself dons the mantle of moderations, rationality, and egalitarianism. It purports to counter the excesses of the left by leveling the playing field, rescuing students from liberal brainwashing, and providing them with access to objective truth. In this article, the author discusses IWF's concern with higher education and their claims to inhabit a "moderate" space. She focuses on the specific rhetorical strategies deployed in right-wing feminist discourse about higher education. (Contains 21 notes.) (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/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10