Our Stories, Ourselves

Our Stories, Ourselves

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Women's lives are often written on their bodies. Yet very little is made of the impacts of embodiment for women in literacy education, both learners and professionals. This volume presents the writings of 26 contributors--teachers, students, and administrators--who examine the rich terrain of personal and professional experiences related to whole person engagement in learning and teaching. These writings provide a compass to guide readers through the bodily landscapes, mindful flights, willful spirits, and emotional embraces. Written with the same desire to open minds, hearts and practices to new understanding, this book builds on the successful style of Empowering Women through Literacy (2009). This new volume appeals to all readers, as the essays, poems, and investigations woven through its pages challenge everyone to consider the embodyment of women's learning. This book is divided into four sections. Section I, North--Earth and Body, contains the following: (1) Four Directions to the Center of Embodiment: Vignette 1--North: Earth and Body--Building a Labyrinth (Mev Miller); (2) Pedagogy of the Body (Dianne Ramdeholl); (3) Literacy as a Journey to Wholeness (Leslie Shelton); (4) Better Self-Esteem Can Create Better Health (Donna Jones); and (5) Looking at You (Geraldine Cannon Becker); and (6) Body as Gateway to Learning: Connecting, Being, and Wholeness (Judy Murphy). Section ii; East--Air and Mind, contains the following: (7) Four Directions to the Center of Embodiment: Vignette 2--East: Air and Mind--Talking Heads? (Mev Miller); (8) My Body Politic: Paying Attention to the Woman Behind the Curtain (Stacie Evans); (9) Reading the Body's Anthology (Lenore Balliro); (10) What Makes the qGood Girlq Good May Not Be Good: Uncovering Hypoactivity in the Classroom (Gail Wood Miller); (11) Loud, Clear, and Visible: Immigrant Women in New York City Make Altered Books (Caryn T. Davis); (12) qWe Design Our Hair!q (Patsy Medina and Valerie Akauola); and (13) Call and Response: a Peruvian Student and Her American Teacher in Conversation About Literacy and Life (Tamara Kirson and Sonia Portugal). Section iii, South--Fire and Spirit, contains the following: (14) Four Directions to the Center of Embodiment: Vignette 3--South: Fire and Spirit--Engaging; (15) Spiritual Dimensions in We Learn (Mev Miller); (16) Shame's Shadow: Shhh! (Sheila Stewart); (17) Finding Voice: From Relationship to Literacy, the Potential of Women's Literature Study Groups (Rosi Andrade and Sally J. Stevens); (18) 12 (Corner) Stones: a Model for Literacy, Empowerment, and Development (Carrie Boden McGill); (19) Embodyments of Adult Learning: Reflections on Research and Practice (Julia Zoino-Jeannetti); (20) Beauty Shop Literacies: Nikky Finney and the Sacred Beauty Hour (Alexis Pauline Gumbs); and (21) Virtuous Woman (Shemeka Peters). Section iv, West--Water and Emotion, contains the following: (22) Four Directions to the Center of Embodiment: Vignette 4--West: Water and Emotion--Making Sexuality and Gender Relevant (Mev Miller); (23) Time in a Body (Lynn M. Trudeau); (24) Women's Problems: Hysterectomy (Marie Doerner); (25) Homophobia in the Classroom: One Teacher's Response (Cynthia Peters); (26) Coming Out to Students (Deborah Schwartz); (27) Different, But Not Less: Disability in Women's Learning (Kathleen P. King); and (28) Shelley's Story (Amy R. Trawick). The introduction was written by Mev Miller and Kathleen P. King.This was the writing topic from the workbook. The class is looking at me confused . Ia#39;m trying to introduce comparative contrast essay format that is used on the GED . So, I make a T on the board and write pros and cons on each side. I said, a€œForanbsp;...

Title:Our Stories, Ourselves
Author:Mev Miller, Kathleen P. King
Publisher:IAP - 2011


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