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Men learning feminism: Enacting and ...

Pleasants, Robert Kevin.

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Men learning feminism: Enacting and reproducing privilege through discourses of resistance.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Men learning feminism: Enacting and reproducing privilege through discourses of resistance./
Author:	Pleasants, Robert Kevin.
Description:	178 p.
Notes:	Adviser: George Noblit.
Contained By:	Dissertation Abstracts International68-07A.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3272553
ISBN:	9780549129547

Men learning feminism: Enacting and reproducing privilege through discourses of resistance.
Pleasants, Robert Kevin.

Men learning feminism: Enacting and reproducing privilege through discourses of resistance. - 178 p.

Adviser: George Noblit.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2007.

This dissertation examines how men respond to learning feminism in women's studies courses. Specifically, it categorizes and describes forms of resistance to feminism that men enact through eleven discourses which serve to reify and reproduce their male privileges despite their stated willingness to learn feminism and position themselves as allies. This study is based on data collected from in-depth interviews with eight men taking women's studies courses at a large Southeastern university. Eleven discourses used by participants are discussed as four larger appeals: to self, to progress, to authority, and to moderation. After a thorough description and analysis of the discourses within each appeal, interconnections among discourses are made to examine how men avoid reflectively questioning their male privilege. Finally, this dissertation discusses implications for a feminist pedagogy that helps students to actively, reflectively, and reflexively engage with their resistance to feminism. Specifically, I suggest feminist teachers include the following strategies into their pedagogies and curricula and openly discuss them with students: (1) critiquing individualistic liberal thought and teaching a systemic view of gender inequality; (2) naming and engaging student resistance through reflection; (3) teaching a poststructuralist feminist critique of objectivity; and (4) helping men find personal investments in feminist theory. These strategies can help students understand their resistance to feminism and the discourses through which they protect and reify male privilege.

ISBN: 9780549129547Subjects--Topical Terms:

1019148
Education, Social Sciences.

Men learning feminism: Enacting and reproducing privilege through discourses of resistance.
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020 $a 9780549129547
035 $a (UMI)AAI3272553
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040 $a UMI $c UMI
100 1 $a Pleasants, Robert Kevin. $3 1285465
245 1 0 $a Men learning feminism: Enacting and reproducing privilege through discourses of resistance.
300 $a 178 p.
500 $a Adviser: George Noblit.
500 $a Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2891.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2007.
520 $a This dissertation examines how men respond to learning feminism in women's studies courses. Specifically, it categorizes and describes forms of resistance to feminism that men enact through eleven discourses which serve to reify and reproduce their male privileges despite their stated willingness to learn feminism and position themselves as allies. This study is based on data collected from in-depth interviews with eight men taking women's studies courses at a large Southeastern university. Eleven discourses used by participants are discussed as four larger appeals: to self, to progress, to authority, and to moderation. After a thorough description and analysis of the discourses within each appeal, interconnections among discourses are made to examine how men avoid reflectively questioning their male privilege. Finally, this dissertation discusses implications for a feminist pedagogy that helps students to actively, reflectively, and reflexively engage with their resistance to feminism. Specifically, I suggest feminist teachers include the following strategies into their pedagogies and curricula and openly discuss them with students: (1) critiquing individualistic liberal thought and teaching a systemic view of gender inequality; (2) naming and engaging student resistance through reflection; (3) teaching a poststructuralist feminist critique of objectivity; and (4) helping men find personal investments in feminist theory. These strategies can help students understand their resistance to feminism and the discourses through which they protect and reify male privilege.
590 $a School code: 0153.
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Sociology of. $3 626654
650 4 $a Gender Studies. $3 898693
650 4 $a Women's Studies. $3 1017481
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690 $a 0534
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710 2 $a The University of North Carolina at Chapel Hill. $b Education: Doctorate/Master's in Education. $3 1023301
773 0 $t Dissertation Abstracts International $g 68-07A.
790 $a 0153
790 1 0 $a Eaker-Rich, Deborah $e committee member
790 1 0 $a Hytten, Kathy $e committee member
790 1 0 $a Noblit, George, $e advisor
790 1 0 $a Stone, Lynda $e committee member
790 1 0 $a Trier, James $e committee member
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3272553