Mary,
In light of current threads about radical curriculum, feminism, and gender
issues, I will ask a question that I have been thinking about for a while.
I have only started reading your book, but I did read Homa Hoodfar's essay
on Feminist Anthropology and Critical Pedagogy. Homa Hoodfar writes that
"the risks of practicing critical pedagogy are clearly not the same for
everyone" (p. 221) and that "by engaging in critical pedagogy, minority
teachers confront a situation and take risks which are fundamentally
different from those of mainstream teachers" (p. 225).
In the essay, she contrasts the experiences of white, middle class women
who teach in universities and minority women teachers.
My question is, What happens when university professors who are men
practice critical pedagogy?
Taking Hoodfar's thesis to the next step, their task should be easier,
less risky and less fraught with challenges to their authority and
identity. But I don't think it would be understood in the same way as
when women do this.
What would be the benefits of men teaching this way?
What do you see as problematic?
Kathie
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Life's backwards,
Life's backwards,
People, turn around.
^^^^^^^^^^^^^^^Sinead O'Connor and John Reynolds
Fire on Babylon: Universal Mother^^^^^^^^^^^^^^^
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Katherine_Goff who-is-at ceo.cudenver.edu
http://ouray.cudenver.edu/~kegoff/index.html