On Waking Up One Morning and Discovering We Are Them

Naomi Scheman

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter meditates on the issues of identity and pedagogy in a student-teacher relationship. The author's aspirations as an "invisible" mentor whose influence is deeply felt despite her position not being so easily defined, contrasts with the other extreme-that of being capable of confidence and of becoming the center of attention. Finding a middle ground between these styles of mentorship is preferable, however. There is no easy solution to a student's transition into the upper echelons of academia, let alone in retaining their interest in feminist philosophy. Being "one of 'them'" is a frequent concern, especially as the support networks in the field of feminist philosophy can often be marginalizing to other groups.

Original languageEnglish (US)
Title of host publicationShifting Ground
Subtitle of host publicationKnowledge and Reality, Transgression and Trustworthiness
PublisherOxford University Press
ISBN (Electronic)9780190267483
ISBN (Print)9780195395112
DOIs
StatePublished - May 27 2015

Keywords

  • Feminist philosophy
  • Identity
  • Pedagogy
  • Student-teacher relationship
  • Support networks

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