Papers by Sally Sayles-Hannon
Studies in Philosophy and Education, 2013
Response essay to Barbara Applebaum's essay "Learning from Anger as an Outlaw Emotion: Moving Bey... more Response essay to Barbara Applebaum's essay "Learning from Anger as an Outlaw Emotion: Moving Beyond the Limits of What One Can Hear"
Philosophy of Education Society Yearbook , 2014
You look and sound just like your Mother when you're upset!," my father shouted. These words, clo... more You look and sound just like your Mother when you're upset!," my father shouted. These words, cloaked in recollected histories of rage and contempt, named my emotions, and self when expressing, as "mentally deranged," "crazy," "evil," and so on. I learned from a young age that conveying my emotions compared me to a woman my father spoke negatively of almost daily-a woman he nicknamed "Psycho." My impression that voicing emotions-emotions frequently uptaken as merely discordant attitudes-situates one as destabilized and, in turn, damages, if not deteriorates, one's epistemic credibility structured my conceptual framework; a norm also reinforced in the everyday-ness of attaining and maintaining a "knower" status in my public/professional life. One example, presently, is the norm of professional "collegiality" in philosophy, which has come under scrutiny as a regulatory discourse that limits/restricts dissenting voices-voices that are often marginalized within the field already. 1 From these examples, I concur with Barbara Applebaum's assertion that fearing interactions that might provoke anger prevents us from potentially utilizing and hearing anger in productive ways.
Studies in Philosophy and Education, Jul 2013
Philosophy of Education Yearbook, 2012
Philosophy of Education Yearbook, 2011
We are raced, gendered, sexed, classed and this has important implications for the way we think a... more We are raced, gendered, sexed, classed and this has important implications for the way we think and act, for how others interact with us.
International Journal of Learning, 2009
A Framework for Multicultural-Feminist Theorizing: Toward a Non-Binary, Relational, and Non-Stati... more A Framework for Multicultural-Feminist Theorizing: Toward a Non-Binary, Relational, and Non-Static Theorizing Process
International Journal of Diversity in Organisations, Communities, & Nations, 2007
International Journal of Learning, 2006
Teaching Documents by Sally Sayles-Hannon
An Educational Studies Program should assist in facilitating teacher educators' motivation and ca... more An Educational Studies Program should assist in facilitating teacher educators' motivation and capacities to critically and reflectively think about their schooling environments, students, and self in relation to their teaching practices. As an educator who often teaches students' sole diversity/multicultural core requirement, I structure my courses around these four learning outcomes:
Office Hours: Wednesday 3-4 pm, by appointment (Faculty Resource Center, GAC 2 nd Floor) "Until w... more Office Hours: Wednesday 3-4 pm, by appointment (Faculty Resource Center, GAC 2 nd Floor) "Until we can understand the assumptions in which we are drenched, we cannot know ourselves." (Adrienne Rich) Course Description: This course provides the contextual knowledge, analytic strategies, and reflective stance fundamental to the practice of critically engaged professional education for inclusive and equitable schools. You will examine the social history of schooling in the US, learn how to analyze the philosophical perspectives underlying various educational arrangements, and use reflection to interpret experience and feedback. Through class readings, discussion, writing tasks, and a community project proposal, you will enhance your ability to prepare youth for democratic citizenship.
Office Hours: 5:45 pm-6:45 pm (Faculty Resource Center and/or GAC Cafeteria) "The quality of ligh... more Office Hours: 5:45 pm-6:45 pm (Faculty Resource Center and/or GAC Cafeteria) "The quality of light by which we scrutinize our lives has direct bearing upon the product which we live, and upon the changes which we hope to bring about through those lives." (Audre Lorde) Course Description: This course encourages the development of interpretive, normative, and critical perspectives on education. Students strengthen their capacities to examine, understand and evaluate educational policies, institutional practices, and the rights and responsibilities of all education partners. Conceptualizing education broadly to include school and non-school enterprises, this course aims to deepen students' awareness of the social contexts and implications of educational activities.
As an introductory course to women's studies, this course seeks to introduce students to the comp... more As an introductory course to women's studies, this course seeks to introduce students to the complexity of gender. Through an interdisciplinary approach, this course examines how gender intersects with and is influenced by race, class, sexuality, ethnicity, nationality, and other identity factors. By means of critical thinking, self-reflection, and dialogue, we will explore how people's lives and identities are shaped by cultural, social, and institutional systems of inequality. Additionally, as we examine social injustice, we will discuss strategies for creating and sustaining a more just world.
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Papers by Sally Sayles-Hannon
Teaching Documents by Sally Sayles-Hannon