| Autor: |
Frendo, Molly Elizabeth |
| Jazyk: |
angličtina |
| Rok vydání: |
2006 |
| Předmět: |
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| Druh dokumentu: |
Text |
| Popis: |
This study seeks to understand how the institutionalization of feminism through Women's Studies (WS) programs has affected the education and development of new feminists. The generational debate must be understood when forming/revising a curriculum in WS programs in order to promote feminist activism in the third wave. The first section focuses on how definitions of activism and perceptions of what counts as activism differ at both a generational and local level. The second section looks at how Women’s Studies students are educated to be activists. It focuses specifically on service learning as the primary method of engaging students in activist projects. The third and final section seeks to move beyond service learning as our primary method of educating young feminists to become activists. Through further developing existing activities already put into place by many WS instructors, I have created an alternative to service learning that I call “solution-based reading.” |
| Databáze: |
Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
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