By Christine Overall
Our universities are the locus of ongoing debates over the politics of gender, of sophistication, of drawback and disability—and over the problem of "political correctness." In A Feminist I Christine total bargains wide-ranging reflections from a first-person standpoint on those matters, and at the politics of the trendy collage itself. In doing so she constantly returns to underlying epistemological matters. What are our assumptions concerning the ways that wisdom is developed? To what measure are our perceptions formed through our social roles and identities? some time past iteration feminists have led the best way in recognising the significance of such questions, and recognising too the ways that own adventure could be a useful reference aspect in educational conception and perform. yet reliance on own event is fraught with difficulties; how is one to house tensions among the autobiographical and the analytic? This e-book issues how to resolving a few of these tensions, and to fruitfully maintaining others. it's a booklet of substantial perception, hot humanity, and actual value.
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Additional resources for A feminist I: reflections from academia
Often when stress, overwork, fatigue, and role conflict are at their highest, the impulse to do the right thing seems to be the one remaining motive that inspires my feminist academic colleagues. Feminist theory, ethics, and practice set high moral standards for those who call themselves feminists. " My role Page 41 muddles are confusions about what could be called "feminist responsibility": what are my responsibilities, as a feminist academic, especially for and to other women, whether feminist or non-feminist?
After exploring the arguments for and against the use of and appeal to individual histories and social identities within feminist education and research, this chapter concludes by presenting my rationale for relying in so much of my work upon appeals to experience. As I finish this book I have recently assumed a new academic identity. In my new capacity as a university administrator, I am immersed in handling the role muddles generated through the assumption of formidable amounts of responsibility together with the deployment of limited forms of academic powerwhile also trying to maintain my political commitments and moral integrity.
When I was a student there was a tabooa taboo that is still inculcated, I find, in many of the students who come to my classes fresh from training in humanities subjects such as English and historyagainst writing in the first person. This taboo is highlighted in Alice Kaplan's comments on her training as a theorist of French literature: Personal motivation. We didn't think about personal motivation. . Curiosity about too many things was discouraged; author's lives, for example, were beneath us.