Vol. 35 No. 2 (2012): Disorderly Conduct / Womens Studies and Pedagogy

View Vol. 35 No. 2 (2012): Disorderly Conduct / Womens Studies and Pedagogy

Published: 2014-05-07

Editorial

Editorial

Annalee Lepp, Ann Braithwaite

1
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Introduction

“Disorderly Conduct": Introduction

Morgan Holmes, Shannon Dea

2-9
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Original Research

Disorder as “Pseudo-Idea”

Steven Angelides

10-20
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Reframing (Dis)Ordered Bodies: Understanding Agonias via the Habitus

Lisa Vieira Dias

21-29
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Complicating Disorder: The Play of Interpretation and Resistance in Melanie Klein's Narrative of a Child Analysis

Hilary Clark

30-39
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Post Trauma: Medicalization and Damage to Social Reform

Marie Lovrod, Lynda Ross

40-50
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Attachment "Disorders": Capitalizing on Misfortune

Lynda Ross

51-61
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Representing Autism: A Sociological Examination of Autism Advocacy

Anne McGuire

62-71
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Women's Studies and Pedagogy

Women's Studies and Pedagogy: Introduction

Annalee Lepp, Ann Braithwaite

72-74
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Art Galleries, Academia, and Women in Fur Masks: A Case Study of Using Visual Art to Promote Engaged Classroom Learning

Rachel Brickner, Laurie Dalton

75-85
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Doing Feminist and Activist Learning Outcomes: What Should Students Be Able To Do as a Result of this Women’s and Gender Studies Project/Course/Curriculum?

Danielle DeMuth

86-95
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Women’s Studies, Community Service-Learning, and the Dynamics of Privilege

Joanne Muzak

96-106
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Feminist Pedagogies: The Textuality of the Racialized Body in the Feminist Classroom

Erica Lawson

107-117
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The Challenges of a "Multicultural" Classroom: Some Reflections

Tania Das Gupta

118-127
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Doing Feminist Biblical Criticism in a Women's Studies Context

Pamela Milne

128-138
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Rethinking Women’s Studies: Curriculum, Pedagogy, and the Introductory Course

Margaret Hobbs, Carla Rice

139-149
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A Pedagogy of Provocation: Teaching Troubling Women’s Studies

Kate Bride

150-159
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