Abstract
The slogan “the personal is the political” popularized throughout the 1960s and 1970s in the United States served as one of the quintessential expressions characterizing important aspects of the Second Wave of the women’s liberation movement and aligning more women with the cause. Rooted within feminist ideologies, the phrase was an early challenge to reject binary delineations of the public/private divides, which served to uphold gender oppression, calling instead for recognition of macro-structures as they interact with the life experiences of women and girls.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Anzaldúa, G. E. (1987). Borderlands/la frontera: The new mestiza. San Francisco: Aunt Lute Books.
Armistad, R. B. (2008). Zero tolerance: The school woodshed. Education Week, 27 (41), 24–26.
Ball, S. (1994). Education reform: A critical and post-structural approach. Buckingham: Open University Press.
Barron, C., & Lacombe, D. (2008). Moral panic and the nasty girl. The Canadian Review of Sociology, 42 (1), 51–69.
Bengiveno, T. A. (2000). Feminist consciousness and the potential for change in campus based student staffed women’s centers. Journal of International Women’s Studies, 1 (1), 1–11.
Boyd, C., Cavicchia, J., Lonnquist, P., Morrrow, R., Robbins, C., Seaholes, C., & Wies, J. (2009). The role of women student programs and services: CAS standards contextual statement. In L. A. Dean (Ed.), CAS professional standards for higher education ( 7th ed. ) (pp. 390–392 ). Washington, DC: Council for the Advancement of Standards in Higher Education.
Childers, S., Rhee, J., & Daza, S. L. (2013). Promiscuous (use of) feminist methodologies: The dirty theory and messy practice of educational research beyond gender. International Journal of Qualitative Studies in Education, 26 (5), 507–523.
Clevenger, B. M. (1988). Women centers on campus: A profile. Initiatives, 51 (2/3), 3–9.
Code, L. (1991). What can she know? Feminist theory and the construction of knowledge. Ithaca, NY: Cornell University Press.
Cowger, C. D. (1994). Assessing client strengths: Clinical assessment for client empowerment. Social Work, (39)3, 262–268.
Davie, S. L. (Ed.). (2002). University and college women’s centers: A journey toward equity. Westport, CT: Greenwood Press.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
Donahue, D. M. (2000). Charity basket or revolution: Beliefs, experiences, and context in preservice teachers’ service learning. Curriculum Inquiry, 30 (4), 429–450.
Essex, N. L. (2004). Student dress codes using zero tolerance? Education Digest, 84, 54–57.
Faver, C. A. (1994). Feminist ideology and strategies for social change: An analysis of social movements. Journal of Applied Social Sciences, 18, 123–134.
Foucault, M. (1984). On the genealogy of ethics: An overview of work in progress. In R. Rabinow (Ed.), The Foucault reader (pp. 340–372 ). New York, NY: Pantheon Books.
Geiger, S. (1990). What’s so feminist about women’s oral history? Journal of Women’s History, (2)1, 169–182.
Grant, J. G., & Cadell, S. (2009). Power, pathological worldviews, and the strengths perspective in social work. Families in Society, 90 (4), 425–430.
Harding, S. (1987). Introduction: Is there a feminist method? In S. Harding (Ed.), Feminism and methodology (pp. 1–14 ). Bloomington, IN: Indiana Press.
hooks, b. (1984). Feminist theory: From margin to center. Boston: South End Press.
James, S., & Freeze, R. (2006). One step forward, two steps back: Immanent cri-tique of the practice of zero tolerance in inclusive schools. International Journal of Inclusive Education, 10(6), 581–594.
Joseph, B., Lob, S., McLaughlin, P., Mizrah,T., Peterson, J., Rosenthal, B., & Sugarman, F. (1991). A framework for feminist organizing: Values, goods, methods, strategies, and role. New York, NY: Education Center for Community Organizing.
Kasper, B. (2004). Campus-based women’s centers: Administration, structure, and resources. NASPA Journal, 41 (3), 487–499.
Katz, J. (Director), (1999). Tough guise: Violence, media, and the crisis in masculinity. [Documentary]. Media Education Foundation.
Katz, J. (2006). The macho paradox: Why some men hurt women and how all men can help. Naperville, IL: Sourcebooks.
Kaufman, M. (1994). Cracking the armour: Power, pain, and the lives of men. New York: Pengu in Press.
Kelly, R. D. (2002). Freedom dreams; The Black radical imagination. Boston: Beacon Press.
Killingbeck, D. (2001). The role of television news in the construction of school violence as a “moral panic.” Journal of Criminal Justice and Popular Culture, 8 (3), 186–202.
Kimmel, M. (1992). Against the tide: Pro-feminist men in the U.S., 1776–1990. Boston, MA: Beacon Press.
Kivel, P. (1999). Boys will be men. British Columbia, Canada: New Society Publishers.
Lather, P. (2007). Getting lost: Feminist efforts toward a double(d) science. Albany: State University of New York Press.
Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York, NY: Routledge.
Mizrahi, T. (2007). Women’s ways of organizing: Strengths and struggles of women activists over time. Affilia, 22 (1), 39–55.
Mohanty, C. (2003). Feminism without borders: Decolonizing theory, practicing solidarity. New York: Duke University Press.
Narayan, U., & Harding, S. (1998). Introduction. Border crossings: Multicultural and postcolonial feminist challenges to philosophy (part I). Hypatia, 13(1), 1–6. doi: 10.1111/j.1527–2001.1998.tb01222
Nelson, J., & Nelson, L. H. (1994). No rush to judgment. The Monist, 77 (4), 486–508.
Stoltenberg, J. (1989). Refusing to be a man: Essays on sex and justice. Portland, OR: Breitenbush.
Ticineto. C. P., & Fine, M. (2007). Activism and pedagogies: Feminist reflections. Women’s Studies Quarterly, 35 (3/4), 255–275.
Weidlinger, T. (Director), (2001). Boys will be men. [Documentary]. Bullfrog Films.
Editor information
Copyright information
© 2014 Susan Van Deventer Iverson and Jennifer Hauver James
About this chapter
Cite this chapter
Shaaban-Magaña, L.E., Miller, M.L. (2014). The Personal Is the Political: Community Engagement with Men as Feminist Border Crossing. In: Van Deventer Iverson, S., James, J.H. (eds) Feminist Community Engagement. Community Engagement in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137441102_8
Download citation
DOI: https://doi.org/10.1057/9781137441102_8
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-49472-9
Online ISBN: 978-1-137-44110-2
eBook Packages: Palgrave Education CollectionEducation (R0)