Turning Anger into Knowledge: Exploring Anger and Advocacy with Women Educators.Report as inadecuate

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Advancing Women in Leadership Journal, v3 n2 p1-2 Sum 2000

In exploring the connections among gender, schooling, and knowledge, this paper considers the relationships between, and the effects of silencing or expressing anger, in women and their work as educators. Data come from two action research projects: Women Teaching Girls retreats and the Exploring Gender and Knowledge. Each consisted of a series of retreats designed to enable educators to identify and reflect on how their gender socialization and gendered knowledge informed their educational practice. In both of these projects, which consisted of female teachers, counselors, administrators, and researchers (all of European American descent), the discussion of anger was prominent. While it was identified as an issue in personal relationships, it was also present in their work. Some of the women's stories are presented to offer insight into the dynamics that work to either encourage or stifle the expression of anger for some female teachers in schools. The paper notes that by having this safe place within the retreats, the women were able to work toward healing the wounds of a larger culture and dismantle institutions that work against the full and healthy development of their members. (Contains 20 references.) (SM)

Descriptors: Action Research, Advocacy, Anger, Elementary Secondary Education, Females, Gender Issues, Higher Education, Sex Differences, Teacher Attitudes, Teachers, Women Faculty

For full text: http://www.advancingwomen.com.

Author: Dorney, Judith

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9823&id=ED444983

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