By Joyce R. Ladenson, Mary Anderson, Lisa Fine, Kathleen Geissler, Joyce R. Landenson
This enticing choice of papers from the convention on "Revisioning wisdom and the Curriculum" exemplifies the breadth and number of women's reports as a transformative move. There are chapters on feminist reframings of information, at the move of feminist rules into particular disciplines, on efforts to grapple with a number of resources of distinction and inequality, and at the means of instructing and institutional swap. Doing Feminism presents a reflective manner of celebrating over 20 years of feminist instructing and study.
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Additional info for Doing feminism: teaching and research in the academy
1 The reason is that scientists (meaning natural scientists) believe that they simply render nature as it is. They equate science with nature, or the closest approximation to it that they can technically achieve, because they believe that what we call nature, as well as the scientific processes of investigating it, are universal and independent of human history and culture. Scientists, they believe, try to come as close as they can to rendering nature and they do so obectively, that is, irrespective of their personal or cultural commitments.
Lassner's account of her undergraduate seminar on the writings of women during World War II in Great Britain reveals her commitment to feminist pedagogy. She creates a positive learning environment where the thoughts and sentiments of the students are valued and included in the knowledge of the class. She encourages students to learn by tapping into their own experiences and empathy to understand the responses of women of another time and place. She values the process of knowledge construction as much as the final product.
But, universalizing the female experi- Page 9 ence has created its own set of theoretical and methodological problems. The issue of difference among women has revealed new kinds of omissions which have become central to recent discussions. The contributions and experiences of certain groups of women have too frequently been overlooked in the short life of feminist scholarship, and many scholars are attempting to address these gaps in our knowledge. Charlene Avallone, in her provocative discussion of Margaret Fuller, one of the United States' most important nineteenth-century thinkers on woman's position, suggests that Fuller's notions about gender and society were a result of her observations and study of Amerindian societies of the North.