Poststructural Feminist Pedagogy in a Post-Katrina World

Autor/in	Pierce, Gloria
Titel	Poststructural Feminist Pedagogy in a Post-Katrina World
Quelle	In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 21 (2010) 1, S.36-53 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0882-4843
Schlagwörter	Feminism; Student Attitudes; Masters Programs; Metropolitan Areas; Corporations; Gender Issues; Natural Disasters; Teaching Methods; Counseling; Power Structure; Social Class; Race; Social Systems; Philosophy; Classroom Communication + Suchen Sie Ihr Suchwort? Feminismus; Schülerverhalten; Magister course; Magisterstudiengang; Ballungsraum; Unternehmen; Geschlechterfrage; Natural disaster; Naturkatastrophe; Teaching method; Lehrmethode; Unterrichtsmethode; Counselling; Beratung; Social classes; Soziale Klasse; Rasse; Abstammung; Social system; Soziales System; Philosophie; Klassengespräch
Abstract	Gender Issues in Counseling is a popular course in a master's program in counseling at a university in a diverse metropolitan area. An objective of the course is to examine contemporary technoconsumer culture and its institutions (such as multinational corporations and corporate economic imperatives) through an ecofeminist lens that views both the abuse of the earth and the devaluing of women as stemming from a masculinist discourse in which domination and exploitation are acceptable modes of operation. The poststructural feminist lens helps to explore the intersections of class, gender, race, etc. as they interact with corporate power and technocracy and other structural mechanisms of capitalist and patriarchal systems. Thus, these two major threads of feminist discourse--ecofeminism and poststructural feminism--both contribute to understanding the underlying causes and events surrounding the Katrina disaster in ways that the dominant cultural discourse (especially in the corporate media) does not. Four Gender Issues classes conducted in the years following the 2005 storm are the subject of this study, which was undertaken to assess how poststructural feminism and ecofeminism shaped students' processing of Katrina and how these interpretations might contribute to their counseling philosophy and practice. To do this, the author reviewed her instructor notes on class sessions, student reaction papers, and the summative evaluations for each class. In this article, the author has used these to show their encounters with the reported experiences of those who lived through Katrina to give a clear and representative picture of classroom interactions and learning. (Contains 1 note.) (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