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Enabling empowerment: Students, inst...

Toraiwa, Tomoka.

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Enabling empowerment: Students, instructors, and the circulation of caring in a women's studies program at a university in the United States.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Enabling empowerment: Students, instructors, and the circulation of caring in a women's studies program at a university in the United States./
Author:	Toraiwa, Tomoka.
Description:	238 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1597.
Contained By:	Dissertation Abstracts International70-05A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3356085
ISBN:	9781109158380

Enabling empowerment: Students, instructors, and the circulation of caring in a women's studies program at a university in the United States.
Toraiwa, Tomoka.

Enabling empowerment: Students, instructors, and the circulation of caring in a women's studies program at a university in the United States. - 238 p.

Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1597.

Thesis (Ph.D.)--State University of New York at Buffalo, 2009.

This dissertation explores several aspects related to the empowerment of students within a women's studies program. How do the students experience empowerment? What, according to their narratives, facilitates this sense of empowerment? And how does the student-instructor relationship help to develop or prevent this sense of empowerment? Interviews with former students not only offer narrative accounts of their learning experiences in a women's studies program, but also impart their sense of having become empowered. Interviews with present and former instructors from the program help to contextualize the experiences of students and provide a background from which to understand the relations between instructors and students.

ISBN: 9781109158380Subjects--Topical Terms:

543175
Education, Higher.

Enabling empowerment: Students, instructors, and the circulation of caring in a women's studies program at a university in the United States.
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100 1 $a Toraiwa, Tomoka. $3 1679813
245 1 0 $a Enabling empowerment: Students, instructors, and the circulation of caring in a women's studies program at a university in the United States.
300 $a 238 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1597.
500 $a Adviser: Yoshiko Nozaki.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2009.
520 $a This dissertation explores several aspects related to the empowerment of students within a women's studies program. How do the students experience empowerment? What, according to their narratives, facilitates this sense of empowerment? And how does the student-instructor relationship help to develop or prevent this sense of empowerment? Interviews with former students not only offer narrative accounts of their learning experiences in a women's studies program, but also impart their sense of having become empowered. Interviews with present and former instructors from the program help to contextualize the experiences of students and provide a background from which to understand the relations between instructors and students.
520 $a Current debates on empowerment in Women's Studies provide a polarized view of empowerment. In light of these debates, empowerment either becomes possible as a consequence of the successful construction of an environment free of power, or it becomes impossible because power can never be removed from student-instructor relationships. In order to study empowerment, I adopt a key analytical strategy that focuses on what it is that circulates in the power relations between students and instructors in Women's Studies that still allows for the possibility of empowerment. I draw on Hannah Arendt's (1968) argument on authority, an argument that neither reduces power to coercion or oppression nor denies its operation and therefore allows for a nuanced understanding of its generative, enabling effects. The interviews with both former students and instructors reveal that what circulates is something akin to Nel Noddings' (1984, 1988, 2002, 2005, 2007) ethics of caring: an ethics that allows us to understand the continuous character of empowerment as well as the relations between those who are powerful and those who are powerless. Caring makes it possible for instructors to exercise their power and authority in generative terms and enables students to mobilize their own agency in the form of a response to caring from the carer.
590 $a School code: 0656.
650 4 $a Education, Higher. $3 543175
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710 2 $a State University of New York at Buffalo. $b Education, Leadership & Policy. $3 1020298
773 0 $t Dissertation Abstracts International $g 70-05A.
790 1 0 $a Nozaki, Yoshiko, $e advisor
790 1 0 $a Weis, Lois $e committee member
790 1 0 $a Ylimaki, Rose $e committee member
790 $a 0656
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3356085