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"Queer theory," asserts Linda Garber, "alternately buries and vilifies lesbian feminism, missing its valuable insights and ignoring its rich contributions." Rejecting the either/or choice between lesbianism and queer theory, she favors an inclusive approach that defies current factionalism. In an ...

"Queer theory," asserts Linda Garber, "alternately buries and vilifies lesbian feminism, missing its valuable insights and ignoring its rich contributions." Rejecting the either/or choice between lesbianism and queer theory, she favors an inclusive approach that defies current factionalism. In an eloquent challenge to the privileging of queer theory in the academy, Garber calls for recognition of the historical -- and intellectually significant -- role of lesbian poets as theorists of lesbian identity and activism. The connections, Garber shows, are most clearly seen when looking at the pivotal work of working-class lesbians/lesbians of color whose articulations of multiple, simultaneous identity positions and activist politics both belong to lesbian feminism and presage queer theory. Identity Poetics includes a critical overview of recent historical writing about the women's and lesbian-feminist movements of the 1970s; discussions of the works of Judy Grahn, Pat Parker, Audre Lorde, Adrienne Rich, and Gloria Anzaldúa; and, finally, a chapter on the rise and hegemony of queer theory within lesbigay studies.

Chicana Leadership features fifteen essays from the notable women's journal Frontiers: A Journal of Women Studies that demonstrate the strength and diversity of Chicanas as well as their continuing struggle to have their voices heard. Noted scholars discuss issues ranging from the feminist prototype ...

Chicana Leadership features fifteen essays from the notable women's journal Frontiers: A Journal of Women Studies that demonstrate the strength and diversity of Chicanas as well as their continuing struggle to have their voices heard. Noted scholars discuss issues ranging from the feminist prototype La Malinche to Chicana writers and national ideology, from gender and identity to ideas of culture and romance, and from tokenism to the diversity within the Chicana community.

In this powerful work, Susan Friedman moves feminist theory out of paralyzing debates about us and them, white and other, first and third world, and victimizers and victims. Throughout, Friedman adapts current cultural theory from global and transnational studies, anthropology, and geography to ...

In this powerful work, Susan Friedman moves feminist theory out of paralyzing debates about us and them, white and other, first and third world, and victimizers and victims. Throughout, Friedman adapts current cultural theory from global and transnational studies, anthropology, and geography to challenge modes of thought that exaggerate the boundaries of gender, race, ethnicity, sexuality, class, and national origin. The author promotes a transnational and heterogeneous feminism, which, she maintains, can replace the proliferation of feminisms based on difference. She argues for a feminist geopolitical literacy that goes beyond fundamentalist identity politics and absolutist poststructuralist theory, and she continually focuses the reader's attention on those locations where differences are negotiated and transformed.

Pervading the book is a concern with narrative: the way stories and cultural narratives serve as a primary mode of thinking about the politically explosive question of identity. Drawing freely on modernist novels, contemporary film, popular fiction, poetry, and mass media, the work features narratives of such writers a

Developed in response to the growing interest in examining individual schools as they undergo change, this book features eight case studies of urban elementary and high schools as they face problems and attempt to find solutions in their quest to reform themselves. The cases, with all their pitfalls ...

Developed in response to the growing interest in examining individual schools as they undergo change, this book features eight case studies of urban elementary and high schools as they face problems and attempt to find solutions in their quest to reform themselves. The cases, with all their pitfalls and problems, provide examples of the very bumpy road of change and of the individual school cultures that sometimes support and often impede reform. Told in the individual voices of various school leaders, the narratives reflect the inevitable biases of people immersed in their work. Their richness derives from the passion with which these stories are told. Textured and complex, these chronicles invite readers to think deeply about the many layers involved in the process of changing schools. School Leadership in Times of Urban Reform is a powerful text for courses in educational leadership, school reform, and the politics of education. Engaging pedagogical features at the end of each case facilitate its use: *Each case ends with an "Analysis of Leadership" section and "Extended Thinking" questions and activities. *Sections 2-5 conclude with "Reflections" to help the reader uncover the major themes and issues. Section 1 is an introductory analysis of reform and school leadership; it provides a frame of reference for examining the case studies that follow. Sections 2-5 are organized around eight case studies (two per section) that address questions of how the leadership roles of school principals and teachers have been shaped by the reform initiative; how parents and local communities have contributed to school reform; and how the culture of the school, and teaching and learning, have been shaped by reform. The final section synthesizes and analyzes what the authors have learned through these cases concerning the leadership roles of principals, parents, community members, and teachers during the period of reform; how the cultures of schools changed as reform progressed; and how reform impacted the instructional practices of teachers and the learning of students.