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• W219473391 abstract "level of thinking left students feeling intellectually speculative but emotionally safe. I would like to end by attesting to the terrific pleasure this class afforded my colleague, myself, and, we believe, those students who participated in the course. Yet I must also confess to some doubts as to the long-term effects of our happy experiment. We were tremendously encouraged by the metamorphosis in critical and cultural awareness we witnessed in our students over the course of the semester, but we recognize how naive it would be to count on permanent change. This is not to say that such change is not possible. But as Kathleen Weiler reminds us in Women Teaching for Change, cultural forces wield tremendous power over our students, and there are limits to what we are likely to achieve in the classroom (1988, 153). Certainly we felt this to be true, even up to and including the final week of the semester. As one male student insisted during a final discussion on contemporary consumerism and stereotyping, the sight of a ten-foot-tall, bikini-clad woman on a billboard makes a guy feel damn good when he's cruising down the highway, sexism or no sexism. Know what I mean? Of course we did know, and that was part of the point. But this young man was clearly tired of having his consciousness raised; for the remainder of our last week together, he lowered himself into the slouch position and tuned himself out of the dialogue. Of course I tell myself that despite such moments of defeat, lingering effects surely take hold. For our male undergraduates, such a class may subtly affect their critical perceptions of literature, perhaps their future behavior towards others. As for women students, Adrienne Rich reminds us of their continuing need to have their intellectual lives legitimized against the claims of family and relationships. Failure to help them do so can result in the sort of romantic and self-indulgent incoherence that she warns are symptomatic of female selfdepreciation (Rich 1981, 189-95, 262). If sloppiness and incoherence are the enemies, critical self-confidence may be part of the antidote. If we can help our students (and, in particular, our underprepared undergraduates) move from encountering the reading of literature and the living of life as a semi-voyeuristic experience to one which they can accurately interpret and act upon, and if we can help them gain some measure of confidence in their abilities to read and negotiate both written texts and their own culture, the classroom is no longer a separate sphere in which we proselytize without connecting, without empowering, without inspiring those who briefly occupy its space. 28 ♦ Feminist Teacher Vol. 6 No. 2 Notes 1. An earlier version of this paper was presented at the December 1989 MLA convention in Washington, D.C. My thanks to Stephen Dew and Elaine Smokewood for their insightful comments on earlier drafts of this article. 2. A new development which I do not discuss here adds yet another wrinkle to the challenges facing those of us engaged in feminist teaching that is, the resistance of incoming undergraduates to the idea that inequalities in status of men and women still exist in our culture. For discussion of this problem seeNeitz, 1985. 3. I would like to thank my colleague Carolyn Starnes both for her invaluable professional assistance in the classroom and her personal support outside it. Our work together has convinced me that collaborative teaching on the post-secondary level can be the answer to many pedagogical problems. Russell Edgerton, president of the American Association of Higher Education, discusses faculty resistance to collaboration and offers some suggestions for remedying the problem across the disciplines (1990). While his assessment is somewhat sobering, it should be pointed out that women's studies has been remarkable from the first for utilizing collaborative and non-traditional teaching strategies. For discussion of the diverse pedagogical practices that characterize the discipline see Treichler and Kramarae (1983). 4. Although the model here described in part is one developed by Bergstrom (1983), it is similar to other three-step teaching designs. Louise Rosenblatt, for example, suggested a three-step model in Literature as Exploration (1976) as does Gary Steinley in Symbologizing: Recognizing and Naming Symbols (1982). These models, like Bergstrom's, are based on the idea of initial response, synthesis, and a return to the text to refine interpretations. Much reader response literature (see, for example, Bleich [1975] and Scholes [1982] also suggests similar designs, although they tend to be more theoretical than practical in outline. Bergstrom's model seems particularly well-suited for an undergraduate literature class which has for its focus unfamiliar or difficult literature. It does not call for essay type responses which can be very difficult for students at the beginning of a semester, and it begins with a group exercise which is somewhat comforting to students who are unused to relying on their own critical judgment. Finally, it recognizes the final validity of students' personal responses to the text. (See Chapter 3 of Bleich [1975] for a different view of this issue.) 5. Initially our students were terrified by this requirement. It was only the genial, relaxed attitude of my colleague who would be grading the students' performances and her comforting demonstration of how brief and non-stressful a two-minute performance could be that preserved our initial class enrollment. Ironically, once they gained some confidence, most students tended to emerge as hams rather than shrinking violets, and performances tended to run too long rather than otherwise. 6. In our class we chose to conclude with discussion, but more active kinds of women's advocacy can be encouraged. For an example of how class discussions can translate into genuine political action see Rose (1989)." @default.
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• W219473391 title "Women's Literature and the Novice Reader: Fostering Critical Self-Confidence in the Underprepared Student." @default.
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