Bégaudeau asks the students to think about what they have learned and write down one thing to take away from the class, one concept, text, or idea that might have made a dif f erence. Th e class disperses, and one girl shuf f l es up to the front. Th e teacher looks at her expectantly and draws out her comment. “I didn’t learn anything,” she tells him without malice or anger, “nothing. . . . I can’t think of anything I learned.” Th e moment is a defeat for the teacher and a disappointment for the viewer, who wants to believe in a narrative of educational uplift, but it is a triumph for alternative pedagogies because it reminds us that learning is a two- way street and you cannot teach without a dialogic re-lation to the learner.
Astonishingly good, avoiding all of the traps that feminist writing of this era tends to fall into, and providing a excellent history of the "professionalization" (masculinization) of medicine in the United States.
This book does a excellent job of looking at the interlocking systems of gender, class, and race, and provides a essentially anarchist view of what "professionalization" means and how it operates — focusing on the medical context, but much more broadly applicable. The discussion of Nightingale nursing in particular was excellent — laying bare the class implications of it is a very different history than what I'm used to.
I wish there were more historical sources for some of the claims about witches in particular — while everything they say seems plausible, I would prefer to know thier primary sources.