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Abstract: Dear readers of Feminist Teacher:It is time for a new group of feminists to take up this project of soliciting, developing, and editing new content under the title Feminist Teacher. We have been publishing since 1985. Over decades we have discovered and maintained our commitment to feminist publishing itself as a pedagogical act, helping to make and transform knowledge of feminist pedagogy and the transformational uses of feminist scholarship in education, from K–12 to community education to higher education. Anyone interested in being part of this next group should contact Gail_Cohee@brown.edu. In our next phase as the current editors, we hope to package groups of articles originally published in Feminist Teacher ... Read More PubDate: 2020-10-26T00:00:00-05:00
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Abstract: To be a feminist is to be a teacher; to counter the differential dynamics of power as they shape and flow through our social systems, we must be attendant not only to the education of others, but also to our own continual education. Those of us who have chosen the path of teaching professionally have taken the lessons we’ve learned from coming into feminism and brought them to the classroom. No matter what we teach, our work is much more than simply delivering content. It’s about addressing power dynamics and teaching people to acknowledge their own positionality and recognize their own capacity to teach others. Feminist pedagogy explicitly builds on critiques of feminism and revolutionizes the classroom, from its ... Read More PubDate: 2020-10-26T00:00:00-05:00
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Abstract: Anti-racist pedagogy is grounded in honing the critical exploration of racial inequality and white privilege so as to take direct action against injustice, including the ways it manifests in educational contexts. Beyond being “nonracist,” an anti-racist approach seeks to actively identify and dismantle racism in its multiple and insidious forms toward transformative social change (Dei, “Denial”; Dei, “Anti-Racist”). Decolonial approaches to pedagogy foreground Indigenous knowledges in order to challenge the ongoing presence of settler colonialism, seeking to reframe educational practices so that they spring forth from and in the service of Indigenous people and interests (St. Denis). Although anti-racism and ... Read More PubDate: 2020-10-26T00:00:00-05:00
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Abstract: But I feel keenly that critical generosity is a necessary gesture in how we see the relationship of performance [. . .] to the project of world building, as it allows us to think specifically beyond the present of reception into the near future of potential activism and engagement. Generous criticism, then, also considers how we imagine the afterlife of performance.Since one of the major projects of feminist pedagogy is to interrogate and intervene in limiting social roles, careful attention to the range of available performances for feminist teachers is vital. The concept of critical generosity offers a both/andness, an at-once-ness to feminist teachers. Because critical generosity collapses, combines, and ... Read More PubDate: 2020-10-26T00:00:00-05:00
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Abstract: Coming to know is the pursuit of whole body intelligence practiced in the context of freedom [. . .].The world’s earliest archives or libraries were the memories of women. Patiently transmitted from mouth to ear, body to body, hand to hand.I open with two epigraphs from texts that each articulate embodied ways of “coming to know,” outside of Western epistemologies. I include these works in a course titled Postcoloniality and Aesthetics, which I designed and currently teach for Master of Fine Arts (MFA) students at Pratt Institute, in Brooklyn, New York.1 The MFA students in my course are makers and scholars working across a wide range of media: performance art, theater, dance, visual art, film, sound, and creative ... Read More PubDate: 2020-10-26T00:00:00-05:00
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Abstract: We must do everything we can to provide every speaker with the opportunity and the power to participate fully in cultural practices and to critically intervene in them and call into question their normative structure. In short, we need to fight discursive disempowerment with discursive empowerment, silence with speech.Dominator culture has tried to keep us all afraid, to make us choose safety instead of risk, sameness instead of diversity. Moving through that fear, finding out what connects us, revelling in our differences; this is the process that brings us closer, that gives us a world of shared values, of meaningful community.. . . [P]erformance always entails risk . . .This article traces a performative arc ... Read More PubDate: 2020-10-26T00:00:00-05:00
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Abstract: “I am a film minor and I have taken a lot of technical film analysis and production classes, but in this class, with the combination of film and theory, I thought about how those tools are actually used in film to create social change and send social and political messages.”“I am a film minor and want to be a filmmaker—I have taken a lot of classes in film but this class, in which I am seeing all the connections between the films and the feminist theory, made me actually excited to go out in the world and make films paying attention to the representation of women/gender, race and sexuality.”1The comments above, and others scattered through this article, come from students enrolled in my Fall 2018 course, Filming ... Read More PubDate: 2020-10-26T00:00:00-05:00
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Abstract: The Girlhood Project (TGP) is a multilayered community-based service-learning and research program focused on the exploration of intersectional girlhoods in the context of intergenerational feminist girls’ groups. Components of TGP include an undergraduate course, Girlhood, Identity, and Girl Culture; a companion advanced seminar course, Teaching and Research in Girls and Girlhood Studies, for teaching and research assistants; and intergenerational girls’ groups focused on the themes of identity development, critical media literacy, and body image. Girls’ groups are a community collaboration between the Principal Investigator (Lesley University) and Somerville and Cambridge (Massachusetts) Public Schools, and are ... Read More PubDate: 2020-10-26T00:00:00-05:00
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Abstract: The idea for this paper developed a few years after I had started teaching two courses, Gender in India and Women and Health in a Transnational Perspective, a comparative analysis of which is the central concern of this paper. As I taught these courses (both of which dealt with women’s and gender issues globally) over the years, I pondered the question of how to write about my “teaching-work” in a meaningful manner—one that would provide me with a set of techniques for practicing a critical feminist pedagogy.I use the word meaningful in two ways: first, being able to move beyond the usual frustrations encountered by every professor within classroom space, and second, being able to talk and write about my ... Read More PubDate: 2020-10-26T00:00:00-05:00
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Abstract: “We didn’t want to be any bother”When two fourteen-year-old trans youth from our project’s Youth Advisory Council sat down to beta test an early version of a video game our research team is developing to depict the day-to-day experience of trans and gender nonconforming (T/GN) youth in the Greater Vancouver Area (GVA), they immediately pronounced it a failure! They drew our attention to the embarrassingly obvious way that our central purpose of increasing safety for trans kids and young people had been lost in the complicated process of building a prototype of the game. This pronouncement did not shock us; rather, with some relief, we were forced to confront our own complicity in creating an unsafe virtual ... Read More PubDate: 2020-10-26T00:00:00-05:00
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Abstract: lesley erin bartlett is an assistant professor of English at Iowa State University, where she specializes in composition and rhetoric and women’s and gender studies. Her work on pedagogical performance has appeared in Teaching/Writing: The Journal of Writing Teacher Education and JAEPL: The Journal of the Assembly for Expanded Perspectives on Learning.nadine boulay, Department of Gender, Sexuality, and Women’s Studies, Simon Fraser University, studies gender and sexual diversity from an historical perspective.elizabeth currans is an associate professor and the interim department head of women’s and gender studies at Eastern Michigan University. Her book Marching Dykes, Liberated Sluts, and Concerned Mothers: Women ... Read More PubDate: 2020-10-26T00:00:00-05:00
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