Power, Desire and Emotions in Education: Revisiting the Epistolary Narratives of Three Women in Apartheid South Africa

Autor/in	Tamboukou, Maria
Titel	Power, Desire and Emotions in Education: Revisiting the Epistolary Narratives of Three Women in Apartheid South Africa
Quelle	In: Gender and Education, 18 (2006) 3, S.233-252 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Females; Foreign Countries; Psychological Patterns; Racial Differences; Feminism; Racial Segregation; Age Differences; Social Differences; Letters (Correspondence); Educational Practices; Educational Attitudes; Interpersonal Relationship; Emotional Response; Ethology; Cultural Differences; South Africa + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Ausland; Rassenunterschied; Feminismus; Rassentrennung; Age; Difference; Age difference; Altersunterschied; Sozialer Unterschied; Brief; Bildungspraxis; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Emotionales Verhalten; Ethologie; Kultureller Unterschied; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this paper I will attempt to consider emotions in the context of three womens lives, whose passion for education brought them together and then tore them apart along axes of difference defined by race, class and age in apartheid South Africa. I am looking in particular into the correspondence between Lily Moya, Mabel Palmer, and Sibusisiwe Makhanya, published in 1987 by Shula Marks and having since become an almost canonical reading in the "intersectionality" literature. In revisiting this correspondence, I am exploring how culturally differentiated emotions, as inscribed in the three womens epistolary narratives, can open up spaces for "the subject of feminism" to emerge. In this context, what I suggest is that reclaiming emotions within current educational discourses and practices can have significant effects not only on how lives are shaped and subjectivities formed, but also on how we can rethink about what feminism is and what it can do. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10