All in our places: feminist challenges in elementary school by Carla Washburne Rensenbrink

By Carla Washburne Rensenbrink

Via its wealthy and soaking up case reviews, this booklet portrays 3 user-friendly school rooms from a feminist standpoint. those school rooms show to readers the complexity of matters that academics face over the demanding situations of gender and id concerns. existence tales of the 3 lecturers, who're all feminists, improve the research and current different views. One instructor is white, one is African American, and one is a lesbian who has pop out to her scholars and associates. in several methods the 3 academics face the demanding situations of training, developing principles, constructing relationships, and dealing to remodel the curriculum. Their school rooms supply a context for the rethinking of up to date concerns, advanced academic difficulties, and promising principles for educating perform. either skilled academics and pupil academics will locate those stories assets for mirrored image and suggestion.

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Gender, then, seemed to be only the opening wedge into a look at the broad and deep issues that are being worked out in our schools, as they are in our society generally. The lives and work of Marcia, Lucy, and Rosemary1will offer insights, encouragement, and perhaps some answers. The issues raised in their classrooms are challenging and complicated. They do not offer easy solutions, although they point to the questions that need further asking, and they indicate exciting possibilities. Too often the education that we want to be engrossing, enlarging, and liberating turns out to be stultifying, overly competitive, and seemingly careless of individual students.

These identities do not in my mind, or in the minds of the teachers themselves, represent hardened or unchanging viewpoints. These differences don't always make a difference. But sometimes they do, and these teachers brought from their own experience of the world knowledge, references, and interpretations that were new to me. ” Their experience enabled them to understand things that I could not—without their help. In terms of knowledge, Harding sees an advantage to “starting from the lives of those who have been devalued, neglected, excluded from the center of the social order” (1991, 211).

I hope in this study to raise questions about those places. TEACHER AND RESEARCHER As an elementary school teacher, I often wished I could stop the clock and slow the rotation of the earth so that I could absorb, examine, react to, and maybe understand more of what was happening in my classroom. There was always too much going on—too many needs, too much stuff accumulating on my desk, too many things to stop and appreciate, too many items to follow up on, and often not quite enough energy to give back what I would have liked.

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