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Wild Words / Dangerous Desires: High School Girls and Feminist Avant-Garde Writ
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eBay item number:134472314684
Item specifics
- Condition
- Book Title
- Wild Words / Dangerous Desires: High School Girls and Feminist Av
- ISBN
- 9780820438610
- Publication Name
- Wild Words / Dangerous Desires : High School Girls and Feminist Avantgarde Writing
- Item Length
- 9.1in
- Publisher
- Lang A&G International Academic Publishers, Peter
- Series
- Counterpoints Ser.: Studies in Criticality
- Publication Year
- 2000
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Features
- New Edition
- Item Width
- 6.3in
- Item Weight
- 9.9 Oz
- Number of Pages
- 186 Pages
About this product
Product Information
Wild Words/Dangerous Desires explores the struggles of young women who try to define themselves with, and against, the pleasures, premises, and practices that mark the female subject in feminist avant-garde writing. Drawing on a study of six high school girls, it traces the affective and intellectual investments that encourage young women to embrace and /or resist the «woman» produced in this writing. A highly readable and entertaining account, this text offers a sophisticated analysis of female adolescent desire and identification in reading and writing acts. Such an analysis also serves to highlight the investments of feminist educators. For both teachers and scholars, the text will prove useful in explicating the complexities of transformative education.
Product Identifiers
Publisher
Lang A&G International Academic Publishers, Peter
ISBN-10
0820438618
ISBN-13
9780820438610
eBay Product ID (ePID)
1746263
Product Key Features
Publication Name
Wild Words / Dangerous Desires : High School Girls and Feminist Avantgarde Writing
Format
Trade Paperback
Language
English
Features
New Edition
Series
Counterpoints Ser.: Studies in Criticality
Publication Year
2000
Type
Textbook
Number of Pages
186 Pages
Dimensions
Item Length
9.1in
Item Width
6.3in
Item Weight
9.9 Oz
Additional Product Features
Series Volume Number
64
Number of Volumes
0 Vols.
Lc Classification Number
Lb1631.H267 2000
Edition Description
New Edition
Reviews
«Helen J. Harper will be to English education what Carol Gilligan has been to psychology and what Judith Fetterly has been to literary criticism: the fresh new thinker who inspires us to reconsider what we do with women in mind. Harper_s personal accounts of teaching writing to teenage girls, who reject her feminism and her favorite authors, are fulll of painful insights, infused with humor, and framed with theoretical depth. As a feminist English teacher, I loved this book!»(Meredith Rogers Cherland, University of Regina, Saskatchewan, Canada; Author of _Private Practices: Girls Reading Fiction and Constructing Identity_) «What is at stake when educators seek to challenge _taken for granted_ categories of identity? How do we work with students_ _ and our own _ resistance to know uncomfortable truths about ourselves and the worlds we inhabit? In this courageous and important book, Helen J. Harper confronts these questions as she writes about her attempt to introduce avant-garde feminist reading and writing to a group of young women in a Canadian high school. Harper_s compelling account of her _failure_ to persuade the participants in her study that many ways of being a _woman_ might be open to them is full of insight and reflection on what it means to practice feminist and critical pedagogy in today_s schools. While we have seen a number of publications on feminist teaching in colleges and universities, Harper_s new book is a welcome addition to the far smaller body of writing about younger women and their teachers. She writes with keen insight about how alternative ways of being and writing are not easily available to students simply by virtue of a teacher introducing them. A lot more is at stake as young women struggle to come to terms with who they are and who they might (want to) become. This is an evocative and moving book of great value to students, teachers, and researchers in education, women_s studies, cultural studies, and beyond.» (Kari Dehli, Department of Sociology and Equity Studies, The Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada), Helen J. Harper will be to English education what Carol Gilligan has been to psychology and what Judith Fetterly has been to literary criticism: the fresh new thinker who inspires us to reconsider what we do with women in mind. Harper's personal accounts of teaching writing to teenage girls, who reject her feminism and her favorite authors, are fulll of painful insights, infused with humor, and framed with theoretical depth. As a feminist English teacher, I loved this book!(Meredith Rogers Cherland, University of Regina, Saskatchewan, Canada; Author of 'Private Practices: Girls Reading Fiction and Constructing Identity') What is at stake when educators seek to challenge 'taken for granted' categories of identity? How do we work with students' - and our own - resistance to know uncomfortable truths about ourselves and the worlds we inhabit? In this courageous and important book, Helen J. Harper confronts these questions as she writes about her attempt to introduce avant-garde feminist reading and writing to a group of young women in a Canadian high school. Harper's compelling account of her 'failure' to persuade the participants in her study that many ways of being a 'woman' might be open to them is full of insight and reflection on what it means to practice feminist and critical pedagogy in today's schools. While we have seen a number of publications on feminist teaching in colleges and universities, Harper's new book is a welcome addition to the far smaller body of writing about younger women and their teachers. She writes with keen insight about how alternative ways of being and writing are not easily available to students simply by virtue of a teacher introducing them. A lot more is at stake as young women struggle to come to terms with who they are and who they might (want to) become. This is an evocative and moving book of great value to students, teachers, and researchers in education, women's studies, cultural studies, and beyond. (Kari Dehli, Department of Sociology and Equity Studies, The Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada), «Helen J. Harper will be to English education what Carol Gilligan has been to psychology and what Judith Fetterly has been to literary criticism: the fresh new thinker who inspires us to reconsider what we do with women in mind. Harper's personal accounts of teaching writing to teenage girls, who reject her feminism and her favorite authors, are fulll of painful insights, infused with humor, and framed with theoretical depth. As a feminist English teacher, I loved this book!»(Meredith Rogers Cherland, University of Regina, Saskatchewan, Canada; Author of 'Private Practices: Girls Reading Fiction and Constructing Identity') «What is at stake when educators seek to challenge 'taken for granted' categories of identity? How do we work with students' - and our own - resistance to know uncomfortable truths about ourselves and the worlds we inhabit? In this courageous and important book, Helen J. Harper confronts these questions as she writes about her attempt to introduce avant-garde feminist reading and writing to a group of young women in a Canadian high school. Harper's compelling account of her 'failure' to persuade the participants in her study that many ways of being a 'woman' might be open to them is full of insight and reflection on what it means to practice feminist and critical pedagogy in today's schools. While we have seen a number of publications on feminist teaching in colleges and universities, Harper's new book is a welcome addition to the far smaller body of writing about younger women and their teachers. She writes with keen insight about how alternative ways of being and writing are not easily available to students simply by virtue of a teacher introducing them. A lot more is at stake as young women struggle to come to terms with who they are and who they might (want to) become. This is an evocative and moving book of great value to students, teachers, and researchers in education, women's studies, cultural studies, and beyond.» (Kari Dehli, Department of Sociology and Equity Studies, The Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada)
Copyright Date
2000
Target Audience
Scholarly & Professional
Topic
Secondary, Feminist, General, Teaching Methods & Materials / Language Arts, Life Stages / Adolescence, Teaching Methods & Materials / Arts & Humanities
Lccn
97-021411
Dewey Decimal
808/.042/0712
Dewey Edition
21
Genre
Family & Relationships, Education, Literary Criticism, Literary Collections
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| Postage and handling | To | Service | Delivery*See Delivery notes |
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| US $3.99 (approx S$ 5.38) | United States | Economy Postage (USPS Media MailTM) | Estimated between Fri, 7 Jun and Mon, 10 Jun to 43230 |
| US $11.99 (approx S$ 16.16) | United States | Expedited Postage (USPS Priority Mail®) | Estimated between Fri, 7 Jun and Mon, 10 Jun to 43230 |
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