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This book, which introduces the underscoring plural perspectives in feminist theories, covers a chronology of over five centuries (from the 1600s to 2000s) in feminist work and theorizing, while introducing contemporary discourses that challenge monolithic representations of feminism. It engages the major critiques of mainstream feminism, including its exclusionary practices and limitations. The Feminist Theories and Education Primer also discusses the importance of feminist research analysis, specifically the need to genuinely comprehend the influence of ideology and subjectivity in the process of research. The author questions commonly understood binaries in understanding gender, identity, sexuality, and education in order to forge new areas of theorizing the politics of self and other while destabilizing established power hierarchies. The book concludes with a discussion of feminist pedagogy and activism, stressing the significance of analyzing pedagogy and working to create more open feminist and democratic spaces for learning.
The Feminist Theories and Education Primer is ideal for courses in feminist theory, feminism, women’s studies, gender studies, feminist research, feminist pedagogy, and cultural foundations. Appropriate for either an advanced undergraduate or graduate audience, the book is replete with resources and references that are extremely instructive and useful in pursuing other areas of research, organizations, media, and current sites for feminist work. Overall, this book provides a comprehensive introduction to the progressive discussions in feminist theory over the last several decades.
- Sales Rank: #1745390 in Books
- Brand: Brand: Peter Lang International Academic Publishers
- Published on: 2007-11-01
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x 6.25" w x .25" l, .55 pounds
- Binding: Paperback
- 177 pages
- Used Book in Good Condition
About the Author
The Author: Leila E. Villaverde, Ph.D., is Associate Professor of Cultural Foundations in the Department of Educational Leadership and Cultural Foundations at the University of North Carolina at Greensboro. She is also the Director of Graduate Studies for the Women’s and Gender Studies Program, and teaches courses in curriculum studies, gender studies, and visual literacy and aesthetics. Dr. Villaverde has written books on white privilege and secondary education, and has written articles on identity politics, art education, aesthetics, and critical pedagogy.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Too broad a topic for a primer
By All readers that love good books
Sometimes, when my wife gets mad at me she tells me: "You are not a feminist! You are a male chauvinist! You don't understand women. You are so insensitive. You don't know how women feel; you don't understand women's needs and emotions and you don't listen (not listening being the biggest offense)". In my meek and chauvinistic attempt at a defense, I may utter, "but I never claimed to be a feminist", to which she will condemningly responds, "you always portrait yourself as one, but you are not".
Having established my credentials above, it is no wonder that I had a lot of difficulty with the text Feminist Theories and Education by Leila Villaverde. It is not that I didn't agree with the author. In fact, I agree with much of what she presented with a few exceptions. I am also sympathetic to the feminist theories presented including the most radical positions about women being superior to men and queer theory positing the need for GLTBQ postures as a way to subvert heteronormativity. I had difficulty with the way the book was written and the fact that it was presented as a primer.
I became frustrated early on with the introduction but I understand that introductions are very difficult to write. A good introduction can provide a good guide about the text. This one does not. It introduces theoretical issues of feminism in a disorganized way, making references to structural and poststructural elements of feminist theory without ever articulating what these mean, even though poststructural theory is central to feminism and Villaverde makes reference to it throughout the text. A primer should not assume that readers will know what structuralism and poststructuralism mean.
Early on, in the introduction, she defines a rhizome as a root, which it is not, literally or metaphorically. She borrows this term, central to poststructuralism, from Deleuze and later in the text she uses the term correctly. After wondering about in the introduction with no apparent direction, she presents typologies and categories of feminism which I thought were well presented and later she introduces the concepts of border dweller and mestiza consciousness which appear later in the book. However, she never articulates what these represent.
When I got to chapter 2, I thought that she would start to better articulate the ideas presented in the introduction. Instead, she provides a history of feminism devoting a paragraph to a different event or figure in chronological order. It reads like a grocery list. Instead, I thought that she could have introduced feminism in themes. At the end of the chapter two she introduces contemporary feminist theories that are poststructurally grounded on combinations of gender and cultural identity such as Black-woman or Mestiza-woman instead of just woman. I find Black and Chicana feminist particularly important in challenging early white feminist constructions that structured feminism purely on gender as a monolithic ground. I don't think that her presentation of these themes explained what poststructural feminist theory means, nor she does justice to the theories. I thought that she would articulate these themes better in chapter three where she introduces contemporary discourses, but instead, she goes into grocery list mode, offering a list of various feminism study areas very superficially. I was disappointed with how little space she devoted to gender studies and the social construction of gender identity which, to me, is a central theme of feminism. Chapters 4 and 5 are more of the same superficial treatment of complex ideas without making justice to them, nor leaving the reader wanting more.
I feel that this text would leave the beginning reader confused about terms and ideas such as poststructuralism, mestiza-consciousness, border-dweller, Black-Feminism, Chicano- feminism, Queer-theory, liminal-spaces, logo and androcentrism, reflexivity and many other themes that she eagerly introduces but hardly addresses. The more advanced readers may feel disappointed that these themes were not adequately treated. Some didn't need to be introduced, while it was necessary to better explain what others meant.
Ultimately, I don't think that this text works as a primer. As I said, the beginner will likely be lost and confused. I think that with some work it would work as an introductory chapter to a more advanced text on feminism. Now, being a man, I am sure that I got it all wrong. I must share this with my wife so that she can put me in my proper place.
0 of 0 people found the following review helpful.
Masculine Opinions on Feminist Theories
By S. Perez
The struggles of women in an attempt to stand parallel alongside the privileges of men carries a history not unlike those of individuals fighting for civil rights, social justice, economic balance, racial equity, and a diversity of struggles for the rights of humanity. Moreover, the struggles of women blanket, and are blanketed by the many issues noted above and the diversity of issues relevant to the identity of a man and a woman. Leila E. Villaverde's "Feminist Theories and Education" presents readers with a colorful display of theoretical perspectives, influential scholars, activists and common folk who believe in and respect themselves and others as women. Educationally, Villaverde dismantles the differential assumptions of Feminist Theory as being simply a conflict between a man and a woman. Instead, she presents a number of multi-faceted approaches to understanding Feminism. These "contemporary discourses" involve the distinct yet intertwined theories of gender studies, masculine studies, queer studies, transnational studies, and an interesting perspective on visual studies. I fully appreciated Villaverde's discourse on transnational studies, where issues of the feminism are defined according to the relationships of women in different parts of the world. Accordingly, the notions of imperialism, colonialism, post colonialism, globalism and a decentralization of the West as the central part of the world are key in understanding transnational feminism. As a result, it extends the horizons of feminism away and within the central theories of the United States.
Also appreciative are her feminist "foundations" which depict a chronological timeline ranging from the 17th Century colonial period to the contemporary 21st Century. Critically, her overview is rather generalized and at points it seemingly reads like a continual listing of names. Countered, it educates the reader about some of the key players in fields of feminism and diverse forms of activism, including concise but fulfilling background stories, which in some instances, redefines the stereotypical identities of some individuals. Noted names include La Malinche and Pocahontas to Sojourner Truth, and Susan B. Anthony with mention of the masculine figure Frederick Douglas, amongst a wealth of other key players. In addition, she covers a diversity of Feminist theories within the context of racial and culture perspectives, including the close to home ideals of Latina/Chicana Feminism. Considering my stereotypical assumptions of Middle Eastern treatment of women, I was also drawn by issues of Islamic Feminism. Admittedly, my narrow ideas framed women as being exceedingly subordinated and oppressed in the war filled areas of the Middle East, but tying into the notions of transnational Feminism, I learned to think about immigrant Muslim women in the U.S. and how aim to segregate themselves away from those patriarchal norms. This includes the historical illustrations of women as "advisors and generals in the army" vs. the corrupted views of subservient women that came after societies drew away from the Qur'an.
The text also includes key vocabulary words that are emphasized on side columns of some of the pages. Sometimes while reading, the questionable meaning of a word requires looking into a dictionary or web site, however, here, Villaverde intuitively aids the reader by providing these key definitions alongside your reading. And while my doctoral professor noted some key publishing errors, I found the book highly informative. In fact, it proved to be an awakening as feminism is thought of rather monolithically. And yes, it limits ones' reflections as a result of being generalized and concise, however, I found it to be vividly informative and enlightening.
Collectively, I find this book appropriate for anyone interested in the myriads of feminism, including radical, as well as confused, conservative macho-minded men.
0 of 0 people found the following review helpful.
Feminist Theories And Education by Villaverde
By Rebecca L. Baeza
The book is basically manual or encyclopedia for a myriad of different facets in the discipline of feminist theory. It covers the history of feminist work and theory through an extensive timeline briefly explaining the foundations of feminism, recent discourses, feminist research analysis, and critical feminist pedagogy and its relation to activism. The author also offers an extensive array of resources and references for the student of feminist theory.
Major strengths of the book include basic knowledge for anyone wanting to learn more about feminist theory including glossaries, definitions, web sites and chapter notes. Chapter one is an introduction delineating different types of feminist theory. The author characterizes the difference between feminist theory (as an academic discipline) and feminism (as a collective/social movement) both focusing on inequities, injustices, and discrimination brought on by a power-holding entity. Chapter two consists of a historical chronology of feminist works. I regard the next chapter is the most interesting, briefly touching on present-day discourse within the many facets of feminist theory such as gender studies, masculine studies, queer studies, transnational studies, eco-feminism, and cyber-feminism, just to name a few. Chapter four discusses research analysis including the relationship between theory and practice as a vehicle for change. Feminist pedagogy, experimental and service learning are discussed in the last chapter. The book is what is says: a primer, probably a solid introduction to feminism/feminist theory, and somewhat useful for students of cultural studies, gender studies, and feminist pedagogy.
Some weaknesses of the book include some grammatical errors and a couple of name blunders that quite frankly turned me off to the book. If you are planning to get into some explanation of extensive discourse, you will be disappointed. The author barely touches enough to tease, but does not give a thorough commentary. Concepts such as the mestiza consciousness and border dweller are not clarified or defined clearly, but do invoke further critical analysis.
In short, the book is a comprehensive prelude to feminist theory that engages critique of feminist work, activism, and feminist education research. As an educator and a feminist, I plan to use this information to explore the role of women as agents of change focusing on the relationship between gender and the politics of education by using concepts of equal opportunities, socialization, sex roles and discrimination.
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