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The Portfolio's Shifting Self: Possibilities for Assessing Student Learning

The Portfolio's Shifting Self: Possibilities for Assessing Student Learning Fr om the Classr oom “I Am Elizabeth Bennet”: Defining One’s Self through Austen’s Third Novel Nora Nachumi I have always read Jane Austen as a political writer, a closet radical whose nov- els criticize patriarchal structures that limit female agency. In doing so, I have found her novels to be particularly effective in challenging stereotypes about gender that many of my students embrace. Until recently, however, I had lit- tle examined my assumption that I have both the right and the ability to pose such a challenge. Then I accepted a position in the women’s undergraduate college of an Orthodox Jewish university. My experience teaching Pride and Prejudice to these students has forced me to confront the degree to which my own assumptions about oppression and gender inform my teaching. I have also become more aware of the extent to which students shape their own learning experiences. What follows, then, is an entirely personal reflection on what I have learned by teaching Austen as part of a women’s literature course in this religious and cultural context. To anyone at a secular institution, creating a course like “Women and Literature” probably seems straightforward. I thought so when I taught http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

The Portfolio's Shifting Self: Possibilities for Assessing Student Learning

Estrem, Heidi
Pedagogy , Volume 4 (1) – Jan 1, 2004
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References (6)

Copyright
© 2004 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-4-1-125
Publisher site
See Article on Publisher Site

Abstract

Fr om the Classr oom “I Am Elizabeth Bennet”: Defining One’s Self through Austen’s Third Novel Nora Nachumi I have always read Jane Austen as a political writer, a closet radical whose nov- els criticize patriarchal structures that limit female agency. In doing so, I have found her novels to be particularly effective in challenging stereotypes about gender that many of my students embrace. Until recently, however, I had lit- tle examined my assumption that I have both the right and the ability to pose such a challenge. Then I accepted a position in the women’s undergraduate college of an Orthodox Jewish university. My experience teaching Pride and Prejudice to these students has forced me to confront the degree to which my own assumptions about oppression and gender inform my teaching. I have also become more aware of the extent to which students shape their own learning experiences. What follows, then, is an entirely personal reflection on what I have learned by teaching Austen as part of a women’s literature course in this religious and cultural context. To anyone at a secular institution, creating a course like “Women and Literature” probably seems straightforward. I thought so when I taught

Journal

Pedagogy – Duke University Press

Published: Jan 1, 2004

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