Feeling fraudulent: Some moral quandaries of a feminist instructor

Educational Theory

Volumn 47, Issue 1, 1997, Pages 1-13

  Overall, Christine ^a  

^a QUEEN S UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 53149108070     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.1997.00001.x     Document Type: Article

References (30)

1. Jane Tompkins, "Teaching Like it Matters: A Modest Proposal for Revolutionizing the Classroom," Lingua Franca 1, no. 6 (August 1991): 26-27.
2. David T. Ozar, "Building Awareness of Ethical Standards and Conduct," in Educating Professionals: Responding to New Expectations for Competence and Accountability, ed. Lynn Curry, Jon F. Wergin and Associates (San Francisco: Jossey-Bass, 1993).
3. Melissa A. Anderson, Karen Scashore Louis, and Jason Earle, "Disciplinary and Departmental Effects on Observations of Faculty and Graduate Student Misconduct," [ournal of Higher Education 65, no. 3 (May/ June 1994): 331-50.
4. Medical Research Council, Vignettes in Scientific Integrity (Ottawa: The Medical Research Council, 1994).
5. Marilla Svinicki, "Ethics in College Teaching," in Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 9th ed., ed. Wilbert J. McKeachie (Lexington, Mass.: D. C. Heath, 1994).
6. Michael J. Collins, ed., Teaching Values and Ethics in College (San Francisco: Jossey-Bass, 1983).
7. David A. Gamin, "A Delicate Balance: Ethical Dilemmas and the Discussion Process," in Education for [udgment: The Artistry of Discussion Leadership, ed. C. Roland Christensen, David A. Gamin, and Ann Sweet (Boston: Harvard Business School Press, 19911, 288.
8. Thcre are three fundamental components of a feminist perspective: an awareness of discrimination against and oppression of womeni a belief that such discrimination and oppression is morally wrongi and a commitment to ending attitudes and practices that promote or reinforce discrimination against and oppression of women. The feminism of this essay is unhyphenated: that is, I do not align myself with any specific version of feminism, such as radical feminism or poststructuralist feminism. At the same time, I use the resources of several different feminist philosophers to enhance my understanding of my situation as a university teacher.
9. Mary McCarthy, T LGr:o ves of Academe [New York: Harcourt, Brace, and World, 19511, 00
10. Christopher M. Clark, "Teachers as Designers in Self-Directed Professional Development," in Understanding Teacher Development, ed. Andy Hargreaves and Michael C. Fullan (New York: Teachers College Press, I986), 82.
11. Tompkins, "Teaching Like it Matters," 25.
12. Steven M. Cahn, Saints and Scamps: Ethics in Academia (Totowa, N.J.: Rowman and Littlefield, 1986), 8.
13. Svinicki, "Ethics in College Teaching," 271.
14. John Hildebidle, "Having It by Heart: Some Reflections on Knowing Too Much," in Christensen et al., Education for [udgment, 270.
15. Marianna Torgovnick, quoted in Elisaheth Young-Bruehl, "Pride and Prejudice: Feminist Scholars Reclaim the First Person," Lingua Frunca 1, no. 3 (February, 1991): 33.
16. Ann Ardis, "Presence of Mind, Presence of Body: Embodying Positionality in the Classroom," Hypotin: A Tournat of Feminist Philosophy 7, no. 2 [Spring 1992): 168.
17. Mary Wilson Carpenter, "Female Grotesques in Academia: Ageism, Antifeminism, and Feminists on the Faculty," in Antiferninismin the Academy, ed. VeViClark, Shirley NclsonGarner, Margaret Higonnet, and Ketu H. Katrak [New York: Routledge, 19961, 142.
18. Susan Stanford Friedman, "Authority in the Feminist Classroom: A Contradiction in Terms!" in Gendered Sizhjects: The Dynamics of Feminist Teaching, ed. Margo Culley and Catherine Portuges (Bostcm: Routlcdge and Kegan Paul, 1985), 206.
19. Margaret Talbot. "A Most Dangerous Method," Lingua Franca 4, no. 2 (January/February 1994): 29.
20. Sara Ruddick, "Maternal Thinking," in Mothering: Essays in Feminist Theory (Totowa, N.J.: Rowinan and Allanheld, 1983), 215. Ruddick construes mothering as work, not as a fixed biological or legal relationship.
21. This book will be referred to as MT with page numbers in the text for all subsequent citations. She is interested in niaternal thinking [MT, p. 311, not just in maternal feelings. A mother's thought is a learned discipline, aimed at a certain conception of achievement, achievement that may not always be realized (Ruddick, "Maternal Thinking," 214). Ruddick stresses that her characterization of maternal thought represents an ideal, not necessarily the reality of mothers' actual behavior (MT, p. 31).
22. Ruddick, "Maternal Thinking," 215
23. McCarthy, Groves of Acndeme, 75
24. Joyce Garvin, "Undue Influence: Confessions From an Uneasy Discussion Leader," in Christensen et al., Education for fudgment, 285.
25. Janice Moulton, "A Paradigm of Philosophy: The Adversary Method," in Women, Knowledge, and Reality: Explorations 121 Feniinist Phlosophy, ed. Ann Garry and Marilyn Pearsall (Boston: Unwin Hyman, 1989).
26. Mary Rose O'Reilly, The Peaceable Classroom (Portsmouth, N.H.: Boynton-Cook, 1993), 115
27. Tompkins, "Teaching Like it Matters," 25.
28. Svinicki, "Ethics in College Teaching," 273, my emphasis.
29. O'Reilly, Peaceable Clussroom.
30. Collins, Teaching Values and Ethics, 378.