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- W2032425750 abstract "All the articles in this issue of Curriculum Inquiry reinforce Zora Neale Hurston’s conviction that, whether the spot is physical, metaphysical, intellectual, spiritual, emotional, or some combination of these, you really do “got tuh go there tuh know there.” And you’d better try to be aware of “the tricks you play on yourself.” Angela Calabrese Barton takes us to her “there.” It is an evening class of a community college, fifteen women and six men. As she suspected, most of the students have been away from formal studies for some time and most have not enrolled in Chemistry out of passion or even curiosity but because it is a requirement of the program in which they are enrolled. Why is she nervous before the class? Her own reasons, and those the reader may find between the lines, make sense. She is aware of the tricks one can play on oneself and she keenly interrogates her own premonitions. The fragility of the trilogy of student, subject, teacher is always with us and only the nervousbeforehand teacher, however experienced, is going to have the cutting edge that yields a classroom alive and bristling, on the brink of something. For this feminist teacher of science, the odds are higher because of the chasm she perceives between student expectations (material to be memorized, presented in lecture and textbook form) and the standards and style of the teacher, who hopes to heal divisions among teacher, student, and text and who plans to use a language of science that will not automatically alienate or marginalize, or both, most of the class members. At first, it may seem silly to suggest that whether atoms attack one another or connect with one another matters a whit. It does not matter, of course, to the chemical equation but it may to people on the fringes of formal education, at the periphery of scientific knowledge and at high emotional risk as well as with feelings of low self-confidence. It may, of course, matter to all students. We can never know how outcomes and attitudes would have been different if approaches to, and conceptions of, the learners and the intellectual turf to be traversed had been different—in this case, had been feminist. Have we" @default.
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- W2032425750 date "1997-01-01" @default.
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- W2032425750 title "The Complex Kind of Irony" @default.
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