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Women/writing/teaching / [edited by] Jan Zlotnik Schmidt.

Contributor(s): Material type: TextTextPublication details: Albany : State University of New York Press, �1998.Description: 1 online resource (xvi, 293 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 0585054894
  • 9780585054896
Subject(s): Genre/Form: Additional physical formats: Print version:: Women/writing/teaching.DDC classification:
  • 808/.042/071173 B 21
LOC classification:
  • PE1405.U6 W65 1998eb
Online resources:
Contents:
pt. 1. Silence and words: Teaching college English as a woman / Lynn Z. Bloom -- Voicing my self: an unfinished journey / Karen Ann Chaffee -- Sailing back to Byzantium / Pamela Chergotis -- She-ro-ism / Diane Glancy -- The story of a woman writing/teaching: "the shining elusive spirit" / Jan Zlotnik Schmidt -- pt. 2. Authority and authorship: Writing on the bias / Linda Brodkey -- And may he be bilingual: notes on writing, teaching, and multiculturalism / Judith Ortiz Cofer -- The point at which past and future meet / Lynne Crockett -- Teaching and writing "as if [my] life depended on it" / Ann Victoria Dean -- From silence to words: writing as struggle / Min-zhan Lu -- Mothers/daughters/writing/teaching / Elaine P. Maimon and Gillian B. Maimon -- Between the drafts / Nancy Sommers -- pt. 3. Visions of embodied teaching: Freedom, form, function: varieties of academic discourse / Lillian Bridwell-Bowles -- A collage of time: writing and ritual in women's studies / E.M. Broner -- Teaching elders: a journal / Mary Gordon -- Engaged pedagogy (from Teaching to transgress: education as the practice of freedom) / bell hooks -- Composing a pleasurable life / Sondra Perl -- As if your life depended on it (from What is found there: notebooks on poetry and politics) / Adrienne Rich -- We was girls together: race and class and Southern women / Hephzibah Roskelly -- Time alone, place apart: the role of spiracy in using the power of solitude / Jacqueline Jones Royster.
Summary: This book presents autobiographical visions of women writing teachers-their complex lives as writers, as instructors, as feminists, as professionals in the academy. The authors explore their complex identities as teachers: the particular configurations of their pasts, gender, class, ethnic backgrounds, personalities, and cultures that have shaped their personae as instructors of writing.
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Includes bibliographical references (pages 277-288).

pt. 1. Silence and words: Teaching college English as a woman / Lynn Z. Bloom -- Voicing my self: an unfinished journey / Karen Ann Chaffee -- Sailing back to Byzantium / Pamela Chergotis -- She-ro-ism / Diane Glancy -- The story of a woman writing/teaching: "the shining elusive spirit" / Jan Zlotnik Schmidt -- pt. 2. Authority and authorship: Writing on the bias / Linda Brodkey -- And may he be bilingual: notes on writing, teaching, and multiculturalism / Judith Ortiz Cofer -- The point at which past and future meet / Lynne Crockett -- Teaching and writing "as if [my] life depended on it" / Ann Victoria Dean -- From silence to words: writing as struggle / Min-zhan Lu -- Mothers/daughters/writing/teaching / Elaine P. Maimon and Gillian B. Maimon -- Between the drafts / Nancy Sommers -- pt. 3. Visions of embodied teaching: Freedom, form, function: varieties of academic discourse / Lillian Bridwell-Bowles -- A collage of time: writing and ritual in women's studies / E.M. Broner -- Teaching elders: a journal / Mary Gordon -- Engaged pedagogy (from Teaching to transgress: education as the practice of freedom) / bell hooks -- Composing a pleasurable life / Sondra Perl -- As if your life depended on it (from What is found there: notebooks on poetry and politics) / Adrienne Rich -- We was girls together: race and class and Southern women / Hephzibah Roskelly -- Time alone, place apart: the role of spiracy in using the power of solitude / Jacqueline Jones Royster.

Print version record.

This book presents autobiographical visions of women writing teachers-their complex lives as writers, as instructors, as feminists, as professionals in the academy. The authors explore their complex identities as teachers: the particular configurations of their pasts, gender, class, ethnic backgrounds, personalities, and cultures that have shaped their personae as instructors of writing.

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