Towards a post-oppositional womanist pedagogy

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dc.contributor.advisorKeating, AnaLouise
dc.creatorMartin, Jennifer V
dc.date.accessioned2022-01-06T22:19:35Z
dc.date.available2022-01-06T22:19:35Z
dc.date.created2021-12
dc.date.issued10/25/2021
dc.date.submitted21-Dec
dc.date.updated2022-01-06T22:19:36Z
dc.description.abstractBuilding on the definitions and work of womanist scholars such as Alice Walker, Layli Maparyan, and AnaLouise Keating, this dissertation explores the possibility of a post-oppositional womanist pedagogy that can serve as a potential solution to the oppositional pedagogies and hyper individualistic cultures in Western education systems. This research discusses the following themes that emerged from interviews: (1) womanism draws people in/feels welcoming because of the spiritual component; (2) spirituality is an important aspect of personal choices, pedagogical choices, and worldviews; (3) self-care and community care are deeply connected; and (4) dialogue and an understanding of interconnectedness/interrelatedness are components of post-oppositional pedagogies. This dissertation offers a more expanded definitions of womanism and explores some possible ways of shifting teaching practices to a more post-oppositional approach.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/11274/13458
dc.language.isoen
dc.subjectPost-oppositional
dc.subjectPedagogy
dc.subjectWomanism
dc.titleTowards a post-oppositional womanist pedagogy
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEnglish, Speech, and Foreign Languages
thesis.degree.disciplineMulticultural Women's and Gender Studies
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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