DOCSLIB.ORG

Reflections on Feminist Music Therapy Pedagogy in Teaching Music Therapy Nicole Hahna Lesley University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Reflections on Feminist Music Therapy Pedagogy in Teaching Music Therapy Nicole Hahna Lesley University Lesley University DigitalCommons@Lesley Graduate School of Arts and Social Sciences Expressive Therapies Dissertations (GSASS) 2011 Conversations from the Classroom: Reflections on Feminist Music Therapy Pedagogy in Teaching Music Therapy Nicole Hahna Lesley University Follow this and additional works at: https://digitalcommons.lesley.edu/expressive_dissertations Part of the Educational Methods Commons, and the Music Therapy Commons Recommended Citation Hahna, Nicole, "Conversations from the Classroom: Reflections on Feminist Music Therapy Pedagogy in Teaching Music Therapy" (2011). Expressive Therapies Dissertations. 35. https://digitalcommons.lesley.edu/expressive_dissertations/35 This Dissertation is brought to you for free and open access by the Graduate School of Arts and Social Sciences (GSASS) at DigitalCommons@Lesley. It has been accepted for inclusion in Expressive Therapies Dissertations by an authorized administrator of DigitalCommons@Lesley. For more information, please contact [email protected]. 1 Conversations from the Classroom: Reflections on Feminist Music Therapy Pedagogy in Teaching Music Therapy A DISSERTATION (submitted by) Nicole D. Hahna In partial fulfillment of the requirements for the degree of Doctor of Philosophy LESLEY UNIVERSITY May 2011 4 ACKNOWLEDGEMENTS The author would like to thank Dr. Robyn Cruz, Dr. Sandra Curtis, Dr. Michele Forinash, Dr. Susan Hadley, Dr. Maggie McFadden, and Dr. Elizabeth York for their mentorship. This dissertation is dedicated to the first three teachers in music therapy— Margaret Anderson, Isa Maud Ilsen, and Harriet Ayer Seymour—and to the many teachers in my life, most important of which are my family, my students, and my colleagues. Finally, I wish to thank Aaron Teague, for his support, inspiration, and belief in the field of music therapy, the possibility of FMTP, and in this study. 5 TABLE OF CONTENTS LIST OF TABLES ...................................................................................................... 9 LIST OF FIGURES ................................................................................................... 10 ABSTRACT .............................................................................................................. 11 1. INTRODUCTION ................................................................................................ 12 Background and Context ........................................................................................... 12 Problem Statement ..................................................................................................... 14 Statement of Purpose and Research Questions ......................................................... 14 Research Approach .................................................................................................... 15 Assumptions and Limitations .................................................................................... 16 The Researcher .......................................................................................................... 19 Rationale and Significance ........................................................................................ 20 Definitions of Key Terminology ............................................................................... 20 2. LITERATURE REVIEW ..................................................................................... 23 Review of the Literature ............................................................................................ 25 Western History of Education ................................................................................... 25 Antiquity ............................................................................................................... 25 Medieval ............................................................................................................... 28 Modern ................................................................................................................. 29 Post-Modern ......................................................................................................... 32 Western Theories in Higher Education ..................................................................... 33 History of Higher Education in the United States ..................................................... 38 Precolonial and Colonial Times ........................................................................... 41 1776-1785 ............................................................................................................. 43 1785-1860 ............................................................................................................. 44 1860-1890 ............................................................................................................. 45 1880-1910 ............................................................................................................. 46 1890-1920 ............................................................................................................. 47 1920-1945 ............................................................................................................. 48 1945-1970 ............................................................................................................. 49 1970-2000s ........................................................................................................... 51 Segregation and Gender Bias ............................................................................... 53 Herstory of Higher Education ................................................................................... 55 Attitudes Towards Educated Women ................................................................... 57 Women’s Access to Higher Education: An Overview ......................................... 59 The Education of Women in the United States .................................................... 61 Colonial Era .................................................................................................... 61 Industrial Revolution ....................................................................................... 64 Late 1800s-1920s ............................................................................................. 67 6 1920s-1940s……………………………………………………………….. 68 1940s-1950s .................................................................................................. 69 1960s-1970s……………………………………………………………….. 70 1980s-2000s .................................................................................................. 71 Feminist Response to Male Education Theorists .............................................. 73 Feminist Interpretations of Jean-Jacques Rousseau ..................................... 73 Feminist Interpretations of John Dewey ....................................................... 74 Feminist interpretations of Paulo Freire ....................................................... 75 History of Pedagogy in Higher Education .............................................................. 75 Scholarship of Teaching .................................................................................... 80 Teaching Educators ........................................................................................... 82 History of Music Therapy Education ..................................................................... 84 Important Events ............................................................................................... 84 Teaching Methods, Competency-Based Education, and Pedagogy .................. 88 Teaching Methods and Competency-Based Education ................................ 88 Student Perspectives ..................................................................................... 91 Music Therapy Pedagogy ............................................................................. 93 Herstory of Feminist Pedagogy .............................................................................. 95 Foundations of Feminist Pedagogy ................................................................... 95 Components of Feminist Pedagogy ................................................................... 97 Feminist Music Therapy .................................................................................... 99 Expressive Therapies and Critical Pedagogy ....................................................... 100 Music Therapy and Feminist Pedagogy ............................................................... 101 Studies on Feminist Pedagogy .............................................................................. 102 3. METHOD ........................................................................................................ 108 Participants ...................................................................................................... 108 Procedure ......................................................................................................... 109 4. RESULTS ........................................................................................................ 112 Research Questions .............................................................................................. 114 Category 1: Philosophical Framework of FMTP ................................................. 114 External vs. Internal Validation ....................................................................... 115 Naming & Labeling ........................................................................................
Load more

Recommended publications
  • Practicing a Culturally Responsive Feminist Pedagogy in Higher Education: an Examination of a Feminist Classroom from the Perspective of Transformative Learning
    Kansas State University Libraries New Prairie Press 2019 Conference Proceedings (Buffalo, New Adult Education Research Conference York) Practicing a Culturally Responsive Feminist Pedagogy in Higher Education: An Examination of a Feminist Classroom from the Perspective of Transformative Learning Mitsunori Misawa University of Tennessee, Knoxville, [email protected] Juanita Johnson-Bailey University of Georgia, [email protected] Follow this and additional works at: https://newprairiepress.org/aerc Part of the Adult and Continuing Education Administration Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Recommended Citation Misawa, Mitsunori and Johnson-Bailey, Juanita (2019). "Practicing a Culturally Responsive Feminist Pedagogy in Higher Education: An Examination of a Feminist Classroom from the Perspective of Transformative Learning," Adult Education Research Conference. https://newprairiepress.org/aerc/2019/ papers/24 This Event is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Practicing a Culturally Responsive Feminist Pedagogy in Higher Education: An Examination of a Feminist Classroom from the Perspective of Transformative Learning Mitsunori Misawa, University of Tennessee, Knoxville Juanita Johnson-Bailey, University of Georgia Abstract: This study focused on how non-White professors, a Black female professor, and an Asian male professor, co-created a feminist classroom and facilitated an environment that promoted transformative learning. Keywords: feminist pedagogy, gender, higher education, transformative learning, race Introduction and Background of the Study Feminist pedagogy has been widely used by many practitioners in education to create safer and more inclusive learning environments.
    [Show full text]
  • Ingrid L. Nelson
    INGRID L. NELSON CURRICULUM VITA (shortened) July 9th, 2020 Department of Geography & Environmental Program 94 University Place Burlington, VT 05405, USA [email protected] www.ingridlnelson.com RESEARCH SPECIALIZATION TOPICAL: Feminist political ecology, geography, cultural anthropology and STSS Critical development, NGO, sustainability and animal studies Digital geographies and natures REGIONAL: Mozambique, southern Africa, Vermont, United States ACADEMIC APPOINTMENTS 2013- Assistant Professor, Department of Geography and the Environmental Program • Affiliate Faculty, Gender, SeXuality and Women’s Studies Program • Member, Graduate Faculty • Co-Faculty Associate, Cultural Crossroads Learning Community (2019-21) University of Vermont, Burlington, VT 2012-13 Postdoctoral Researcher, Agrarian and Environmental Change, International Institute of Social Studies (ISS), Erasmus University Rotterdam (EUR), The Hague, The Netherlands EDUCATION 2012 Ph.D. Geography, University of Oregon, Eugene, OR (awarded in September) Graduate Certificate in Women’s, Gender and SeXuality Studies Dissertation: “A Feminist Political Ecology of Livelihoods and Activism in the Miombo Woodlands of Zambézia, Mozambique.” Chair: Lise Nelson 2007 M.Phil. Geographical Research, University of Cambridge, England (completed 2006) Thesis: “The Practice and Potential of Participatory Geographical Information Systems in Mozambique.” Chair: Elizabeth Watson 2005 B.A. Geography modified with Environmental Studies, Dartmouth College, Hanover, NH Honors Thesis: “What’s in the Grass? The Political Ecology of the Lawn in Hanover and Lebanon, NH.” Chair: Christopher Sneddon AWARDS & NOMINATIONS 2020 Awarded the Kroepsch-Maurice Teaching Award (University-wide, Assistant Professor Category), University of Vermont, Burlington, VT 2016 Nominated for the Kroepsch-Maurice Teaching Award (Assistant Professor Category) in 2016. PUBLICATIONS Peer-Reviewed Book ChApters And JournAl Articles 2020 (June, In Press) Nelson, Ingrid L.
    [Show full text]
  • What Is Feminist Pedagogy and How Can It Be Used in CSET Education?
    Session F4H What is feminist pedagogy and how can it be used in CSET education? Alisha A. Waller University of Georgia Athens, GA [email protected] Abstract – Feminist pedagogy has been theorized, applied, of this first paper is to introduce background material and evaluated in many different disciplines, including necessary to understanding feminist pedagogy and to report women’s studies, communication studies, education, and the outcomes of an informal survey of current perspectives cultural studies. Until recently, however, this term was regarding feminist pedagogy among Education, Research, and extremely rare in CSET education. This paper is the first Methods Division members. The second paper in the in a collection of four papers that bring feminist pedagogy collection, “Incorporating Feminist Pedagogy into the into CSET education. The goal of this first paper is to Engineering Learning Experience,” describes the experiences introduce background material necessary for under- of two engineering faculty as they integrated feminist standing feminist pedagogy and to report the outcomes of pedagogies into their courses. This paper gives many concrete an informal survey of current perspectives regarding examples of how one could begin to incorporate feminist feminist pedagogy. This paper includes a short history of pedagogy into their courses. The third paper in the collection, the women’s movement in the U.S. to provide context for “Feminism and Engineering,” uses a qualitative analysis of the development of feminist pedagogy, a discussion of reflective essays to explore how and why four participants common values and beliefs among all feminisms, and an combine being feminist with being an engineering educator.
    [Show full text]
  • Another Look at a Feminist Ethics of Teaching
    Another Look At a Feminist Ethics of Teaching Donna Engelmann, Alverno College, From Care Ethics to an Ethics of Milwaukee, WI., teaches and conducts Teaching research in the areas of political and social For nearly twenty years I have been a philosophy, ethics, feminist theory and teacher of philosophy in a liberal arts college pedagogy. She has consulted and presented for women. Ours is not an elite institution, but workshops on teaching, assessment and one whose mission is to educate women who institutional change with faculty and might not otherwise consider a college administrators in colleges and universities in education - women of color, first and second the United States, Canada and Great Britain. generation immigrant women, women from working class and poor families. We have our Abstract share of high school valedictorians, but we By drawing on feminist epistemology, ethics also have many students burdened by and pedagogy this paper articulates some deficient educational backgrounds. Whatever aspects of a care-based ethics of teaching. their learning needs, my colleagues and I try Understanding teaching as a species of to hold our students to high expectations, and caring, it explores some consequences for to provide the support they require to achieve teaching practice of the attentiveness, them. Many influences have shaped my responsiveness, and responsibility choices about how to relate to these students characteristic of caring professionals. and how to teach them; one of the most Résumé important is my reading of feminist En tirant de l’épistémologie féministe de philosophy. l’éthique et de la pédagogie, cet article I believe that a feminist ethics of care exprime clairement certains aspects de provides the best foundation for an ethics of l’enseignement de l’éthique basée sur les teaching, and in this article I want to explain soins.
    [Show full text]
  • Chapter 2 Practical Gender in Critical Pedagogy Analyzing Everyday Objects
    Intersectional Pedagogy Creative Education Practices for Gender and Peace Work Gal Harmat First published 2020 ISBN: 978-0-367-33380-5 (hbk) ISBN: 978-0-429-31951-8 (ebk) Chapter 2 Practical gender in critical pedagogy Analyzing everyday objects (CC-BY-NC-ND 4.0) 2 Practical gender in critical pedagogy Analyzing everyday objects This chapter offers a theoretical and methodological framework for implementing feminist critical pedagogy in compulsory courses in gender studies. The method examined presents a gender analysis of daily objects by students as a means of dealing with resistance to gender studies and feminist theory, as well as creating a consciousness-chan- ging experience for the participants. The study is based on the doc- umentation of courses I taught in three higher education institutions between 2012 and 2019: The Kibbutzim College of Education, Technology and the Arts and the Academic College of Society and the Arts, both in Israel, and the UN’s University for Peace in Costa Rica. In addition, the educational practice was used in international trainings for peace and development workers from various international devel- opment agencies. Throughout the chapter, I will discuss examples of the objects presented by the students and the discourses generated by these presentations. These examples will form the basis for my analysis of how the objects were analyzed, regarding the material, social, and symbolic qualities they hold. Deconstructing and restructuring them allows for the implementation of wide critical gender observation skills and can bring about a significant change in consciousness among the learning community. I will argue that using a gender-oriented analysis of everyday objects promotes understanding from a gender perspective of real-life situations and their influence on men, women, and people who do not identify by binary gender while focusing maximal attention on cultural differences and intersectionality.
    [Show full text]
  • Teaching Intersectionality
    Teaching Intersectionality Teaching Teaching Intersectionality: Putting Gender in the Centre How to deal with gender, women, gender roles, feminism and gender equality in teaching practices? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss pedagogical, theoretical and political dimensions of learning and teaching on women and gender. The books in this series contain teaching material, reflections on feminist pedagogies, practical discussions about the development of gender- sensitive curricula in specific fields. All books address the crucial aspects of education in Europe today: increasing international mobility, growing importance of interdisciplinarity and the many practices of life-long learning and training that take place outside the traditional programmes of higher education. These books will be indispensable tools for educators who take serious the challenge of teaching with gender. (for titles see inside cover) Martha Franken, Alison Woodward, Anna Cabó, and Barbara M. Bagilhole Martha Alison Woodward, Franken, The concept of intersectionality is at the heart of debates about the future of equality policies in Europe. How do different identities interact and affect the opportunities for individuals and groups in society? Public policy used to focus on one or another aspect of equality, such as gender, sexual orientation or physical abilities.
    [Show full text]
  • A Feminist Service- Learning Pedagogy for Community Border Crossings
    Educated In Agency: A Feminist Service- Learning Pedagogy for Community Border Crossings Author: Melissa Kesler Gilbert Persistent link: http://hdl.handle.net/2345/1814 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2010 Copyright is held by the author, with all rights reserved, unless otherwise noted. ! Boston College The Graduate School of Arts and Science Department of Sociology EDUCATED IN AGENCY: A FEMINIST SERVICE-LEARNING PEDAGOGY FOR COMMUNITY BORDER CROSSINGS A Dissertation by MELISSA KESLER GILBERT Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy August 2010 ! ! © MELISSA KESLER GILBERT 2010 ! ! EDUCATED IN AGENCY: A FEMINIST SERVICE-LEARNING PEDAGOGY FOR COMMUNITY BORDER CROSSINGS Melissa Kesler Gilbert Chair: Sharlene Hesse-Biber ABSTRACT Service-learning is an experiential form of education that moves students outside of the walls of academe to meet community-identified needs through the application and renegotiation of a set of theoretical and methodological skills. It is simultaneously a teaching strategy, an epistemological framework, and an educational reform movement. This research takes the form of multi-methodological case studies of service- learning classrooms and service-learning partnerships, examining the translation of feminist pedagogy to the service-learning experience. The voices of students, faculty, pioneers, administrators, and community partners articulate the common and uncommon struggles of teaching a new generation of students to learn and serve in agencies while simultaneously recognizing their own capacity for agency. This work provides evidence that applying feminist pedagogical principles to service-learning initiatives creates more meaningful transformations for our students, faculty, and communities.
    [Show full text]
  • ECOFEMINISM AS a PEDAGOGICAL PROJECT: WOMEN, NATURE, and EDUCATION Huey-Li Li Department of Educational Foundations and Leadership the University of Akron
    351 ECOFEMINISM AS A PEDAGOGICAL PROJECT: WOMEN, NATURE, AND EDUCATION Huey-li Li Department of Educational Foundations and Leadership The University of Akron ABSTRACT. In this essay, Huey-li Li inquires into how ecofeminist analyses of the woman-nature affinity call for the rectification of polarized conceptions of ‘‘nature.’’ By attending to the interconnections be- tween various forms of oppression, Li argues, ecofeminism sheds light on how gender ideology influences our worldview and the construction of educational institutions. Above all, she contends, ecofeminism as a pedagogical project emphasizes ethical activism within oppressive contexts. The recent development of ecofeminism, in particular, represents a collaborative feminist coalition aimed at redressing interrelated oppressive systems in patriarchal societies. The transformative potential of the praxis of ecofeminism, Li concludes, lies in its mobilization of both dominant groups and subordinate groups to undertake collec- tive educational efforts to critically examine existing social norms and to explore the possibilities of establishing new ethical norms in the global community. In 1974, French feminist Francxoise d’Eaubonne, in suggesting that women have the potential to solve today’s ecological crises, coined the term ‘‘ecofemin- ism.’’1 Gradually, ecofeminism has come to refer to a variety of feminist modes of inquiry into the conceptual linkages between sexism and other forms of oppres- sion, such as racism, class exploitation, militarism, and ecological destruction.2 The naming of ‘‘ecofeminism’’ reflects ecofeminists’ intent to carve out an inde- pendent position within feminist and environmentalist communities. In effect, the theorizing of ecofeminism represents feminists’ efforts to address and redress inter- related forms of oppression.
    [Show full text]
  • Confronting Student Resistance to Ecofeminism: Three Perspectives
    The Seneca Falls Dialogues Journal Volume 1 Ecofeminism: Cultivating Place and Identity Article 3 2015 Confronting Student Resistance to Ecofeminism: Three Perspectives Jennifer Browdy de Hernandez Bard College at SImon's Rock, [email protected] Holly Kent University of Illinois at Springfield, [email protected] Colleen Martell Moravian College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/sfd Part of the American Studies Commons, Film and Media Studies Commons, Literature in English, North America, Ethnic and Cultural Minority Commons, Women's History Commons, and the Women's Studies Commons How has open access to Fisher Digital Publications benefited ou?y Repository Citation Browdy de Hernandez, Jennifer; Kent, Holly; and Martell, Colleen (2015) "Confronting Student Resistance to Ecofeminism: Three Perspectives," The Seneca Falls Dialogues Journal: Vol. 1 , Article 3. Available at: https://fisherpub.sjfc.edu/sfd/vol1/iss1/3 This document is posted at https://fisherpub.sjfc.edu/sfd/vol1/iss1/3 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. Confronting Student Resistance to Ecofeminism: Three Perspectives Abstract Teaching ecofeminism is a dynamic, vital practice, demanding a great deal of both educators and students. At the heart of this essay is the question: how can we teach ecofeminism effectively? In this work, we reflect on our successes and failures teaching ecofeminism within various topics and in different settings. While each co-author of this piece brings ecofeminism into our classrooms, we do so in very different ways and have diverse approaches to making ecofeminist theories and ideas feel vital, necessary, and relevant for our students.
    [Show full text]
  • Feminist Pedagogy in Early Childhood Teachers' Education
    Journal of Education and Training Studies Vol. 3, No. 6; November 2015 ISSN 2324-805X E-ISSN 2324-8068 Published by Redfame Publishing URL: http://jets.redfame.com Feminist Pedagogy in Early Childhood Teachers' Education Haggith Gor Ziv Correspondence: Haggith Gor Ziv, Kibbutzim College of Education, Early Childhood Department, Gender Studies, Tel Aviv University, Israel Received: August 6, 2015 Accepted: August 20, 2015 Online Published: September 6, 2015 doi:10.11114/jets.v3i6.1072 URL: http://dx.doi.org/10.11114/jets.v3i6.1072 Abstract This article discusses the theory and practice of applying critical feminist pedagogy in a teacher’s training college. It is based on an analysis of the education of students in an early childhood teaching program (BEd) that seeks to promote social justice through education. This article discusses the areas of the student’s education that encourage critical thinking, social critique and questioning of the social order that continues to stratify young children into the social class of their birth. The article explains the principles that guide my work as an educator in an Israeli teacher’s college and how I seek to expose students to ideas and concepts like the meaning of a feminine career choice, the potential to transform acquired perceptions, practice in marginalized communities, personal and political narratives and opportunities for resistance. Keywords: critical feminist pedagogy, early childhood, teachers training, social conscious, social justice, gender, class, transformative education 1. Introduction Teacher’s education prepares teachers to work in the current educational system. Whilst their training may pay lip service to ideas of equality and equal opportunity, rarely are teachers-in-training given the opportunity to learn practical tools for rectifying inequalities in the classroom or for educating in ways that increase opportunities for all students.
    [Show full text]
  • Decolonial Feminist Pedagogy and the Experiences of Low-Income Women Undergraduates in Community College
    Syracuse University SURFACE Dissertations - ALL SURFACE May 2016 Claiming Knowledge, Claiming Lives: Decolonial Feminist Pedagogy and the Experiences of Low-Income Women Undergraduates in Community College Meredith Madden Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Education Commons Recommended Citation Madden, Meredith, "Claiming Knowledge, Claiming Lives: Decolonial Feminist Pedagogy and the Experiences of Low-Income Women Undergraduates in Community College" (2016). Dissertations - ALL. 443. https://surface.syr.edu/etd/443 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT This qualitative study explores the experiences of low income women undergraduates in a community college classroom anchored in decolonial feminist pedagogy. Analyses of in-depth interviews, student writings, and questionnaires are offered to further understanding of the impact of decolonial feminist pedagogy on the experiences and learning outcomes of low-income women undergraduates in community college, and also works to shed light on how the praxis of decolonial feminist pedagogy disrupts traditional hierarchies and claims to epistemic authority in the community college classroom. Claiming Knowledge, Claiming Lives: Decolonial Feminist Pedagogy and the Experiences of Low-Income Women Undergraduates in Community College by Meredith Madden B.A. Hobart and William Smith Colleges, 1999 M.P.P. The George Washington University, 2002 M.S. Mercy College, 2007 C.A.S. Syracuse University, 2013 Dissertation Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Cultural Foundations of Education Syracuse University May 2016 Copyright © Meredith Madden 2016 All Rights Reserved ACKNOWLEDGEMENTS There were many people who invested their time and energies into this dissertation.
    [Show full text]
  • Women in Theology Feminist Pedagogy and Theology Bibliography
    Women in Theology Feminist Pedagogy and Theology Bibliography Ackermann, Denise M. 2006. Postcolonial Imagination and Feminist Theology. Theology Today 63, no. 1 (04): 139-140. Apple, Michael W. 1995. Education and Power. New York: Routledge. ________. 1986. Teachers and Texts: A political economy of class and gender relations in education. New York: Routledge & Kegan Paul. Arnot, Madeleine and Kathleen Weiler. 1993. Feminism and Social Justice in Education: International perspectives. New York: Falmer Press. Cannon, Katie G., Loy H. Witherspoon, and University of North Carolina at Charlotte. 1997. Translating Womanism into Pedagogical Praxis. Charlotte, N.C.: University of North Carolina at Charlotte. Cannon, Katie G. 2003. Entering Creatively into the Life-transforming “Way of Wisdom”: The Usefulness of the “Moving Step Exercises”. Teaching Theology & Religion 6, no. 4 (10): 211. ________. 2002. Katie's Canon : Womanism and the soul of the black community. New York: Continuum. Cannon, Katie G., and Mud Flower Collective. 1985. God's Fierce Whimsy : Christian feminism and theological education. New York: Pilgrim Press. Cannon, Katie G., Presbyterian Church (U.S.A.), and Women's Ministries. 2001. The Womanist Theology Primer : Remembering what we never knew : The epistemology of womanist theology. Louisville, Ky: Women's Ministries Program Area, National Ministries Division, Presbyterian Church (U.S.A.). Childs, Brevard S. 1970. Biblical theology in crisis. Philadelphia: Westminster Press. Chopp, Rebecca S. 1995. Saving Work : Feminist practices of theological education. Louisville, Ky.: Westminster John Knox Press. Collins, John J. 2005. The Bible after Babel: Historical criticism in a postmodern age. Grand Rapids : Eerdmans. Deats, Sara M., and Lagretta T. Lenker.
    [Show full text]