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Record identifier : 565971
Personal Name - Primary Intelectual Responsibility : Lee, Bonita Lara
Title and statement of responsibility : A classroom of her own: Hegemonic discursive disempowerment of the female progressive educator within higher education [Thesis]
Publication, Distribution,Etc. : The University of North Carolina at Greensboro, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , The University of North Carolina at Greensboro
Summary or Abstract : This dissertation represents a distinct theoretical and pragmatic interrogation into the historically hegemonic discursive disempowerment of women in patriarchal society and institutions of higher education. The axis of which, is the exigencies unique to the female progressive educator (FPE). The FPEs pedagogy is grounded in counterhegemonic consciousness---reframing disempowering practices through education which resists and transforms the ubiquitous residue of overarching patriarchal schema reproduced through hegemonic discourse and culture. In essence she imagines the unimaginable---equity through dialogue among women and men. The framework for exploring these conditions consists of interpersonal communication, rhetorical criticism, sociolinguistic studies, critiques in gender and feminisms, cultural foundations and progressive education. The prologue provides overarching historical antecedents demonstrating the intersection of dominant discourse and the continuum of subordinated lives and locations of women. Chapter I examines institutionally legitimated hegemonic culture and discursive disempowerment of women in society through the powerful triad of church, state and education. Chapter II proposes steps toward realizing discursive empowerment by the FPE through gender holistic discursive communities in dialogue and negotiating Self and Other. Chapter III relates experiential and empirical knowledge specific to the author, a female progressive educator, whose epistemology and pedagogy is predicated on reflexive practice founded in the narrative, identity, hermeneutics of Selfhood and mutuality of Self and Other. Chapter IV moves beyond theoretical frameworks into the domain of a lived pedagogy through the establishment of a national coalition for progressive/antioppressive educators to participate in communities of dialogue and action..
Information of biblio record : TL
 
 
 
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