Kimberly Adams Dalia Angrand Danielle Carniaux Alicia Ciocca
Mary Cregan Master Class The Woman in the Mirror May 20, 2019 Hosted by New-York Historical Society FELLOWS Kimberly Adams Broome Street Academy Charter School, grades 11, 12, teaching 9 years, English I have done work in both my Journalism and English 12 classes looking at texts through a gender lens and doing research surrounding both American and global gender dynamics. I am passionate about engaging students of all genders in reflection on how gender norms and gender discrimination affects us all, not just women. I also find it more important than ever to bring awareness to elements of intersectionality when discussing feminism. Dalia Angrand Williamsburg Preparatory School, grades 10, 11, teaching 18 years, English Students often start out nervous and resistant when I ask them to write narratives, or to write creatively in any way. However, that resistance almost always turns to excitement as they begin to list, draw, diagram, and free-write about their lives, drawing power from their own stories. Over time, they craft compelling narratives: authentic responses to experiences, both positive and negative, that they often had no control over. Writing becomes a way for them to exert that control. Danielle Carniaux The Clinton School, grades 9, 12, teaching 8 years, IB Language and Literature This was the first year I integrated third-world feminism into my curriculum on post-colonial literature. It was a challenging and gratifying topic. Students agreed that western feminism (second- and third-wave) didn’t meet the needs of women of the third worlds, but they had a harder time understanding that third-world feminism isn’t just intersectional—it is unique to developing countries and their populations.
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