8 found
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Michelle Forrest [10]Michelle Evelyn Forrest [1]
  1.  51
    Practising Silence in Teaching.Michelle Forrest - 2013 - Journal of Philosophy of Education 47 (4):605-622.
    The concept ‘silence’ has diametrically opposed meanings; it connotes peace and contemplation as well as death and oblivion. Silence can also be considered a practice. There is keeping the rule of silence to still the mind and find inner truth, as well as forcibly silencing in the sense of subjugating another to one's own purposes. The concept of teaching runs the gamut between these extremes, from respectfully leading students to search and discover, to relentlessly bending them to one's own will. (...)
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  2.  48
    Sonorous Voice and Feminist Teaching: Lessons from Cavarero.Michelle Forrest - 2015 - Studies in Philosophy and Education 34 (6):587-602.
    I claim that Adriana Cavarero’s concept of sonorous voice is significant in feminist teaching because, as she argues, dominant concepts of voice refer to voice in semantic terms thereby discounting voice in sonorous terms. This process of ‘devocalization’, spanning the history of Western philosophy, devalues the uniqueness embodied in each sonorous voice effecting a bias against female-sounding voices. In light of women’s history and experience of being silenced, this devaluing of sonorous voice has distinct implications for feminist teaching. A person’s (...)
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  3.  24
    Does Communicative Competence Need To Be Re-conceptualized?Michelle Forrest - 2009 - Journal of Thought 44 (1/2):101-111.
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  4.  6
    Foreword.Michelle Forrest - 2012 - Paideusis: Journal of the Canadian Philosophy of Education Society 20 (1):1-1.
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  5. Production Notes.Michelle Forrest - 2000 - Paideusis: Journal of the Canadian Philosophy of Education Society 13:64.
     
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  6.  7
    The Role of Difficult Art-works in Teaching to be Critical.Michelle Forrest - 2001 - Paideusis: Journal of the Canadian Philosophy of Education Society 14 (2):39-58.
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  7. Reading Together in a Different Register.Suzanne McCullagh, Michelle Forrest & Ian Reilly - forthcoming - Studies in Social Justice.
    In this paper we reflect upon our multi-year reading group as a site of decolonial feminist praxis that motivates reading in a different register from how we were trained to read as academics in the humanities. In collaborative study we willingly open ourselves to change, to being worked on by one another and by the texts we read. Our reading together has initiated the undoing of settler colonial academic subjectivity and the co-creation of new forms of scholarly subjectivity grounded in (...)
     
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  8.  29
    Justifying the Arts: The Value of Illuminating Failures.Michelle Forrest - 2011 - Journal of Philosophy of Education 45 (1):59-73.
    This paper revisits how late 20th-century attempts to account for conceptual and other difficult art-work by defining the concept ‘art’ have failed to offer a useful strategy for educators seeking a non-instrumental justification for teaching the arts. It is suggested that this theoretical ground is nonetheless instructive and provides useful background in searching for a viable approach to justification. It is claimed that, though definition may fail and grand theories not coalesce, one would be wise to emulate Passmore (1954, 1990) (...)
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