| 书目名称 | Teaching Gender | | 编辑 | Alice Ferrebe (Senior Lecturers in English),Fiona | | 视频video | | | 丛书名称 | Teaching the New English | | 图书封面 |  | | 描述 | Encompassing feminism, masculinities and queer theory, and drawing on film, literature, language, creative writing and digital technologies, these essays, from scholars experienced in teaching gender theory in university English programmes, offer inventive and student-focused strategies for teaching gender in the twenty-first century classroom. | | 出版日期 | Book 2012 | | 关键词 | essay; gender; gender studies; language; space; women | | 版次 | 1 | | doi | https://doi.org/10.1057/9780230360778 | | isbn_softcover | 978-0-230-25252-3 | | isbn_ebook | 978-0-230-36077-8Series ISSN 1754-9728 Series E-ISSN 2947-9266 | | issn_series | 1754-9728 | | copyright | Palgrave Macmillan, a division of Macmillan Publishers Limited 2012 |
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,Introduction, |
Alice Ferrebe,Fiona Tolan |
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Abstract
Gender provides one of the most frequently recurring theoretical frameworks taught in undergraduate English programmes. It commonly characterises literary theory survey modules, underpins Women’s Studies, Queer Studies and Masculinity Studies, and informs and directs countless period and thematic modules. Indeed, it is hard to think of an English module that would not, at some point, come into contact with questions of gender, whether in discussing Shakespeare, class, poetry, Chaucer or contemporary film. Beyond the undergraduate level, masters and doctoral theses with the study of gender as their organising principle abound, encompassing numerous interdisciplinary concerns and opening up fresh fields of enquiry. Theories of gender permeate the contemporary English classroom.
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,Gender and the Student Experience: Teaching Feminist Writing in the Post-Feminist Classroom, |
Sonya Andermahr |
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Abstract
This chapter examines student perceptions of gender, and feminism in particular, in the context of English Studies in Higher Education.. Based on my experience of teaching a third-year option in ‘Feminist Fiction’ at the University of Northampton since 2000, it uses the results of a long-term study of student perceptions of the module to assess students’ relationship to feminist texts and their attitudes to gender as a category of literary and cultural analysis in the classroom. The questionnaire asked students what they understood by the terms ‘feminism’ and ‘feminist text’; about the relevance of feminism today; and about the relative significance of gender as a category of analysis. I was interested to see whether students thought other vectors of social experience such as race, class and sexuality were equally, less or more important than gender.
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,Teaching English to Gender Students: Collaborative Encounters with Print and Digital Texts, |
Ann Kaloski Naylor |
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Abstract
While much of this volume addresses the role of gender in English HE, this chapter considers the practice of teaching contemporary fiction in an environment where students have a reasonable understanding of gender and are favourably disposed towards feminist theory, but do not always see the value of ‘English’. I assess two pedagogical relationships between gender and ‘English’: (1) the resistance to fiction by some gender students and (2) the value of teaching the new field of digital fiction. By reflecting on these two significant challenges to English Studies I identify particularly feminist interactions between ‘English’ and ‘gender’, connections that I hope will be of use to teachers in both areas. My own field is contemporary literature and culture, and I teach at the Centre for Women’s Studies at the University of York, a postgraduate unit offering interdisciplinary degrees within humanities and social science..
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,Teaching Queer Theory: Judith Butler, Shakespeare and She’s the Man, |
Catherine Bates |
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Abstract
Teaching English in Higher Education involves encouraging and enabling students to question established assumptions, disrupt the status quo and to account for the complexity of the textualised world in which they participate. Queer theory potentially provides the opportunity to ‘make trouble’ (Butler 1990, vii). Developing as it did through political activism and the need to raise awareness about the existence of lifestyles and identities previously not acknowledged in mainstream culture, it opens up the opportunity for productive alternative and politicised readings of texts. As Eve Kosofsky Sedgwick eloquently points out, this body of theory owes its productivity to the ‘gorgeous generativity, the speculative generosity and daring, the permeability, and the activism that have long been lodged in the multiple histories of queer .’ (Sedgwick 1992, viii). This creativity and commitment makes queer theory an invaluable tool for challenging particular strongly held assumptions about identity, subjectivity, personhood and society, which necessarily limit the reading of a text.
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,‘Do We Need Any More Books about Men?’: Teaching Masculinities, |
Brian Baker |
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Abstract
‘Why study masculinity?’, a university lecturer in English asked me, when I discussed this chapter with her; ‘What do students, male and female, learn from it?’ Or, as the partner of a former colleague more baldly put it, ‘Do we need any more books about men?’ Good questions. My answer, in short, is this: the development of masculinities as a field of study was a necessary extension of the vital importance of feminist critical theory and practice in the English academy from the 1970s onwards. Where feminism had opened a space to consider the multiple, conflicted, resistant and emergent constructions and representations of the feminine (and female), much work remained to be done in revisiting a totalised conception of masculinity, which had been unambiguously identified with patriarchal and hegemonic ideological formations.
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,‘Men Couldn’t Imagine Women’s Lives’: Teaching Gender and Creative Writing, |
Steven Earnshaw |
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Abstract
It is perhaps possible to write neutrally on gender, but rather pointless. The question I want to put is: ‘How should the creative writing workshop operate in a society that favours men over women?’, rather than framing a more balanced question: ‘In what ways does gender impact on the teaching of creative writing?’.
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,Teaching Gender and Language, |
Jane Sunderland |
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Abstract
Although sociolinguistic and other work had been done on language and gender at various points in the twentieth century (for example, Jespersen 1922; Labov 1972; Trudgill 1972), ‘Gender and Language’ as a field really came into being with the second wave of the ‘Western’ women’s movement (the ‘women’s liberation movement’), in the very late 1960s and early 1970s. Language was seen as one of the many ways (most) women were oppressed by (most) men. Early foci were ‘sexist language’ and ways in which men dominated women in private conversational talk. While there was much concern about gender representation — for example, in newspapers and children’s books — linguistic studies of these had yet to be done.
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,Teaching Gender and Popular Culture, |
Stéphanie Genz |
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Abstract
The academic study and teaching of gender has had a relatively short history. Fuelled by the political and cultural emergence of second-wave feminism, gender — often under the aegis of Women’s Studies — developed as a separate area of investigation as late as the 1960s, drawing attention to a range of inequalities that women face in both personal relationships and social positionings. Second-wave feminists also highlighted the fact that the academy itself was a deeply patriarchal structure with a number of academic disciplines acting to exclude the experiences, voices and identities of marginalised peoples, including women. Responding to second-wave critiques, English — along with other subjects in the humanities, arts and social sciences — began to focus on gender as a structuring principle and contest the supremacy of many classic, male-dominated/written texts of the literary canon. Questions were asked about the absence of ‘great’ women in this field and attempts were made to ‘fill in the gaps’ and undo the male bias — Kate Millett’s influential . (1970), for example, identified patriarchy as a socially conditioned belief system whose attitudes and systems penetrate literature, philosophy, psychology, politics and life itself.
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,Bodies, Texts and Theories: Teaching Gender within Postcolonial Studies, |
Sarah Lawson Welsh |
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Abstract
This chapter focuses on my experience of teaching gender theory as part of the undergraduate study of postcolonial literature. It considers some of the broader concerns of gendering the postcolonial, drawing on the specific context of teaching ‘Writing the Caribbean’, a final year English Studies module on Caribbean women’s writing at York St John University. The module has a mixed generic focus (the discourses of the tourist brochure, oral and written literature, slave narrative, plantation owner’s diaries, testimony, polemic and cultural criticism are all studied). Texts include Matthew Lewis’s . (1834), Jamaica Kincaid’s . (1988), selected early twentieth-century Caribbean poetry, Grace Nichols’ . (1986), V.S. Naipaul’s . (1961) and Shani Mootoo’s . (1997). In commencing the module, I suggest to students that the study of postcolonial literatures might be productively complicated and interrogated by an engagement with gender theory. In turn, gender theory — specifically Western gender theories — might be usefully problematised and critiqued by literary and visual texts from postcolonial cultures.
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,The Space between Submission and Revolution: Teaching Gender in China, |
Caryn M. Voskuil |
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Abstract
The social role and cultural expression of gender in China today is shaped by the nation’s unique five thousand-year history. The two dominant ideologies in contemporary China remain Confucianism and Communism, the former of which does much to entrench ancient and traditional gender ideologies within the modern social fabric. In the mid-twentieth century, Mao’s regime decreed that women in a Communist state should be equal to men. While Communist doctrine sought to overturn conventional gendered ways of thinking, the societal effects of Communist ideology have in many ways proved somewhat less tenacious than those of Confucianism. Furthermore, the adoption of a market economy has challenged both dominant national ideologies in recent years, and the English classroom, to remain relevant, must contend with this evolution as well.
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,Teaching Gender in a Turkish Context, |
Rezzan Kocaöner Silkü |
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Abstract
More than half a century has passed since Simone de Beauvoir’s statement in . that ‘One is not born, but rather becomes, a woman’ (295), and despite some significant cultural differences between nations, gender roles are still essential ‘foundations of every existing social order’ (Lorber and Farrell 1991, 1). At the same time, while there has been a widespread growing interest in gender issues, the emergence of Gender Studies in different cultural contexts — from Great Britain, Germany and France, to the United States and Turkey, Australia, India and Africa — varies from one country to another. Thus, each country has its own experiences of critically engaging with gender, and this chapter aims to examine the rise and development of Gender Studies in Turkey, and discuss, from my own experience, strategies for teaching gender theory to Turkish students.
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,Women’s Studies, Gender Studies, Feminist Studies? Designing and Delivering a Course in Gender at Postgraduate Level, |
Ros Ballaster |
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Abstract
This chapter begins with an account of designing and developing a taught course at postgraduate level in Women’s Studies at Oxford University, one of Britain’s oldest and most elite universities; it draws out from that history wider implications and considerations for those teaching gender today, especially within humanities faculties or departments in higher education.
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发表于 2025-3-21 16:52:25
