CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Toward a pedagogy of every woman’s studies
Tác giả
Butler J.E.
Năm xuất bản
2013
Source title
Gendered Subjects: The Dynamics of Feminist Teaching
Số trích dẫn
5
DOI
10.4324/9780203093993
Liên kết
Tóm tắt
Over the past four or five years, I have noticed a significant change in the relationship of black American students to Black Studies. When I began teaching in 1969, Black students expressed a basic uneasiness with the liberal arts curriculum, were eager to take courses in Black Studies, eagerly sought an understanding of past history and recent national events, and were striving to articulate just what Afro-American life and culture is. Of course, one might argue that this is not surprising, for they had experienced the civil rights and Black Power movements, or at least were closer to them in time than present-day students. Nonetheless, it seems that black American students today have little sense of the past, little respect for, or knowledge and understanding of, Afro-American life and culture, are hard-pressed to identify traditions, and all too many have to be convinced of the validity and usefulness of knowing anything about their heritage. They are ambivalent about majoring in Black Studies and about taking courses, although significant numbers do both. © 1985 Routledge & Kegan Paul.
Từ khóa
Tài liệu tham khảo
Woolf V., A Room of One’s Own, (1957); Butler J.E., Black Studies: Pedagogy and Revolution, (1981); Smith F., Comprehension and Learning, New York: Holt, Rinehart & Winston, pp. 1-2, (1975); Bambara T.C., The Salt Eaters, (1980); Walker A., Advancing Luna and Ida B. Wells, Midnight Birds, pp. 63-81, (1980)
Nơi xuất bản
Taylor and Francis
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus