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ERIC Number: EJ1101621
Record Type: Journal
Publication Date: 2015
Pages: 7
Abstractor: ERIC
ISSN: ISSN-0882-4843
Review Essay: Pondering Pedagogical Paradoxes
Spencer, Leland G.
Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v25 n2-3 p219-225 2015
Herein, Leland Spencer provides a review of four book selections while reflecting on paradoxes regularly faced by feminist teachers (and scholars, activists, and thinkers). The books include: (1) Bradley, Harriet. "Gender." Cambridge: Polity, 2012. Print; (2) Murphy, Michael J., and Elizabeth N. Ribarsky, eds. "Activities for Teaching Gender and Sexuality in the University Classroom." Lanham, Md.: Rowman & Littlefield Education, 2013. Print; (3) Orr, Catherine M., Ann Braithwaite, and Diane Lichtenstein, eds. "Rethinking Women's and Gender Studies." New York: Routledge, 2011. Print; and (4) Stoll, Laurie Cooper. "Race and Gender in the Classroom: Teachers, Privilege, and Enduring Social Inequalities." Lanham, Md.: Lexington Books, 2013. Print. In the review, Spencer shows how each of the four books respectively address primary school, undergraduate, and graduate teachers and teaching contexts, and across the spectrum, each (except Bradley) presents feminist paradoxes worthy of the readers' time and attention.
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Publication Type: Journal Articles; Opinion Papers; Book/Product Reviews
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A