Excessive moments and educational discourses that try to contain them

Educational Theory

Volumn 46, Issue 1, 1996, Pages 71-91

  Orner, Mimi ^a   Miller, Janet L ^b   Ellsworth, Elizabeth ^a,c  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b National Louis University   (United States)

^c NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0742268329     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.1996.00071.x     Document Type: Article

References (22)

1. John Fiske, Understanding Popular Culture (London: Routledge, 1991), 114.
2. Peggy Phelan, Unmarked: The Politics of Performance (New York: Routledge), 2. This book will be referred to as Unmarked with page numbers in the text for all subsequent citations.
3. In our ongoing search for ways to interrupt the hierarchical listing of names in academic publications, we thought that this time we would choose the order according to how easily and pleasingly all three names could be said one after the other.
4. Students and I voluntarily made some of our writings available to each other by placing them in a folder accessible to everyone. We agreed that anyone in the class could use the writings as long as they were used anonymously, and were not used for the purpose of "trashing" the writer. Some writers signed their work, others offered them anonymously.
5. Frigga Haug, Female Sexualization (London: Verso, 1987).
6. Thomas S. Popkewitz and Kathryn Lind, "Teacher Incentives as Reforms: Teachers' Work and the Changing Control Mechanism in Education," Teachers College Record , no. 4 (Summer 1989 90 576.
7. Jean Anyon, "Teacher Development and Reform in an Inner-City School," Teachers College Record 96, no. 1 (Fall, 1994): 14-31.
8. David L. Clark and Terry A. Astuto, "Redirecting Reform: Challenges to Popular Assumptions about Teachers and Students," Delta Kappan 76 (March 1994): 513-20
9. Brenda K. Marshall, Teaching the Postmodern: Fiction and Theory (New York: Routledge, 1992), 154.
10. Linda J. Nicholson, Gender and History: The Limits of Social Theory in the Age of the Family (New York: Columbia University Press, 1986).
11. Shoshana Felman and Dori Laub, M.D., Testimony: Crises of Witnessing in Literature (New York: Routledge, 1992), xvi. This book will be referred to as Testimony with page numbers in the text tor all subsequent citations.
12. M.G. Roemer, "What We Talk About When We Talk About School Reform," Harvard Educational Review 61, no. 4 (November 1991): 434-48.
13. Jesse Goodman, "External Change Agents and Grassroots School Reform: Reflections from the Field," Journal of Curriculum and Supervision 9, no. 2 (Winter 1994): 113-35
14. James Moffett, "On to the Past: Wrong-Headed School Reform," Delta Kappan 76 (April 1994): 582-90.
15. Joseph Cambone, "Time for Teachers in School Restructuring," Teachers College Record 96, no. 3 (Spring 1995): 512-43.
16. Eliot W. Eisner, "Educational Reform and the Ecology of Schooling," Teachers College Record 93, no. 4 (Summer 1992): 610-27.
17. Valerie Walkerdine, Schoolgirl Fictions (London: Verso, 1990), xiii-xiv.
18. Marshall, Teaching the Postmodern, 3.
19. Patricia J. Williams, The Alchemy of Race and Rights: Diary of a Law Professor (Cambridge: Harvard University Press, 1991), 93.
20. Judith Butler, Bodies That Matter: On the Discursive Limits of Sex" (New York: Routledge, 1993), 19. This book will be referred to as BTM with page numbers in the text for all subsequent citations.
21. Jo Anne Pagano, Exiles and Communities: Teaching in the Patriarchal Wilderness (Albany: State University of New York Press, 1990).
22. Haug, Female Sexualization, 76.