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Sounds of Silence Breaking: Women, Autobiography, Curriculum

reviewed by Nina Asher - August 16, 2006

coverTitle: Sounds of Silence Breaking: Women, Autobiography, Curriculum
Author(s): Janet L. Miller
Publisher: Peter Lang Publishing, New York
ISBN: 0820461571, Pages: 328, Year: 2005
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Janet Miller’s book, Sounds of silence breaking: Women, autobiography, curriculum, is a must read for any scholar in the curriculum field today for several reasons: First, because it provides a nuanced and detailed history of the field, refracted through the three decades’ worth of experience Professor Miller has garnered as a curriculum worker as a result of her insistently self-reflexive eye; secondly, because it realizes the concept of praxis as Miller works rigorously and recursively to bring theory, practice, research, and writing together to inform and interrogate each other; and lastly, because it serves as an example of the kind of risk taking that is critical for crafting an “engaged pedagogy” (hooks, 1994). Miller not only writes as a “scholar,” a “researcher,” a “curriculum worker,” and a “teacher,” but also squarely locates herself as a person, a friend, a woman who is white, middle class, and in a relationship with... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: August 16, 2006
https://www.tcrecord.org ID Number: 12670, Date Accessed: 9/19/2020 3:11:40 AM

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About the Author
  • Nina Asher
    Louisiana State University
    E-mail Author
    NINA ASHER, Ed.D., is an associate professor in the Department of Educational Theory, Policy, and Practice, at Louisiana State University (LSU). She is also on the Women’s and Gender Studies faculty and an affiliate of the Curriculum Theory Project at LSU. She has published in the areas of postcolonial and feminist theory in education, multiculturalism, and Asian American education. Her work has appeared in several edited volumes and such journals as the Teachers College Record, Journal of Curriculum Theorizing, Theory and Research in Social Education, International Journal of Qualitative Studies in Education, and Urban Education.
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