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 deals wide-ranging reflections from a first-person viewpoint on those matters, and at the politics of the fashionable college itself. In doing so she consistently returns to underlying epistemological matters. What are our assumptions in regards to the ways that wisdom is built? To what measure are our perceptions formed by way of our social roles and identities? long ago iteration feminists have led the best way in recognising the significance of such questions, and recognising too the ways that own adventure can be a useful reference element in educational concept and perform. yet reliance on own adventure is fraught with difficulties; how is one to accommodate tensions among the autobiographical and the analytic? This booklet issues find out how to resolving a few of these tensions, and to fruitfully maintaining others. it's a ebook of substantial perception, hot humanity, and real value.
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Extra resources for A feminist I: reflections from academia
I'm inclined to say that its original audience helped to influence the character of each of the chapters. Yet to state that relationship in such a way implies a writer and speaker who is too passive. Rather, it is always my view Page 22 of the audiencemy understanding of its collective personality; its hidden needs, wants, and agenda; and its political presuppositionsthat shapes the issues as I advance them and the arguments that I use. By choosing how to present my experiences and by making aspects of myself available to my audiences, I also become an active participant in the development of the feminist I that the audience hears.
In addition, while much recent feminist writing has been critical of many feminists' complacency with respect to race, sexual orientation, class, and ethnic privilege, sometimes these criticisms seem to result in a sort of competition over how oppressed we are (Ross 1987, 212214). Does my working-class upbringing compensate for the privileges I enjoy as a white woman? Of course notbut I still experience role muddles over the problem of how and to what extent I can and should disaffiliate, to use Frye's term (1983, 126127), from all the various forms of my privilege.
Watson and Smith 1992, xix) Early versions of several of the chapters in this book were originally presented to a variety of different audiences, ranging from a large group of primary and secondary school teachers and teachers in training (Chapter 3) and audiences comprised of women's studies scholars and graduate students (Chapters 2 and 5), to an audience of administrators and academics interested in pedagogy (Chapter 4) and an audience of mostly mainstream, analytically-trained philosophers (Chapter 8).