Consuming Knowledge: Theory, Information, and the Hard Sell
Is what we teach determined by how we teach? An exploration of the relationships pedagogy and social responsibility.
||Pedagogy, Theory, Social Responsibility
International Journal of Learning, Volume 12, Issue 4, pp.129-140.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.365MB).
Karen Taylor received her BA at the University of Utah, her MA at Clark University, and her PhD at Duke University. Her original interest in the effects of colonization on various colonial peoples (both indigenous and invading) has shifted, over the course of her 20 years of college teaching (the last 19 of which were at the College of Wooster in Wooster, Ohio), to focus on how colonial relationships were/are shaped by gender, race, and class, and how they, in turn, shape identity and behavior. Her research has directed that shift. Her dissertation, a comparative study of late-nineteenth century family violence in Melbourne, Victoria (Australia) and Boston, Massachusetts (U.S.A.), explored the ways in which colonial/national experience shaped responses to family violence. That research led her to an examination of U.S. history from the perspective of gender historians, the result of which, a book entitled Sex, Vows, and Obligations: A Gendered History of the United States, will be published sometime in 2006. Her current project is a study of the effect of patriarchy on nineteenth century men's behavior in Boston, Massachusetts, Savannah, Georgia, and Denver, Colorado.
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