Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id NAA16136; Fri, 23 Jun 2000 13:54:33 -0400 (EDT) Date: Fri, 23 Jun 2000 13:54:33 -0400 (EDT) Message-Id: <4.3.1.0.20000623134120.00ad2470@mailsrv-unix.oit.umass.edu> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: joanie <joanie@educ.umass.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:831] Re: How does a feminist teach? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-type: multipart/alternative; X-Mailer: QUALCOMM Windows Eudora Version 4.3.1 Status: O Content-Length: 2678 Lines: 68 --Boundary_(ID_/vU+ok25AMZIHNK/QsWN+w) Content-type: text/plain; format=flowed; charset=us-ascii Content-transfer-encoding: 7BIT After reading an excellent example of practices (from Kate Nonesuch) hat help us value individuals and create an environment that opens up spaces and opportunities for us all to question our practices and ways of being ( whether one is a teacher or a literacy learner), the statement made by Kate " "While I don't expect that any of my students are or will become feminists, I know that my feminist stance makes me a different kind of teacher." was troubling and feels like a contradiction to me. I would hope all would embrace the items on Kate's list as desirable goals without the clause that these are strictly feminist attitudes of teaching. Why not hope that some students may be or become feminists? And why put these action and attitudes in a box with a label? What a teacher considers feminist learners may call something else. > Joanie Cohen-Mitchell Literacy Support Initiative Center for International Education 285 Hills South University of Massachusetts Amherst, MA 10003 joanie@educ.umass.edu --Boundary_(ID_/vU+ok25AMZIHNK/QsWN+w) Content-type: text/html; charset=us-ascii Content-transfer-encoding: 7BIT <html> <blockquote type=cite cite><font size=3></font></blockquote>After reading an excellent example of practices (from Kate Nonesuch) hat help us value individuals and create an environment that opens up spaces and opportunities for us all to question our practices and ways of being ( whether one is a teacher or a literacy learner), the statement made by Kate " <font size=3>"While I don't expect that any of my students are or will become feminists, I know that my feminist stance makes me a different kind of teacher." </font> was troubling and feels like a contradiction to me. <br> <br> I would hope all would embrace the items on Kate's list as desirable goals <br> without the clause that these are strictly feminist attitudes of teaching. Why not hope that some students may be or become feminists? And why put these action and attitudes in a box with a label? What a teacher considers feminist learners may call something else. <br> <br> <br> <br> <blockquote type=cite cite><font size=3> </font></blockquote><br> <div>Joanie Cohen-Mitchell</div> <div>Literacy Support Initiative</div> <div>Center for International Education</div> <div>285 Hills South</div> <div>University of Massachusetts</div> <div>Amherst, MA 10003</div> joanie@educ.umass.edu </html> --Boundary_(ID_/vU+ok25AMZIHNK/QsWN+w)--
This archive was generated by hypermail 2b30 : Tue Jan 16 2001 - 14:46:40 EST