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Articles 1 - 30 of 83
Full-Text Articles in Arts and Humanities
2024: An Ai Odyssey, Margaret A. Murray
2024: An Ai Odyssey, Margaret A. Murray
Feminist Pedagogy
This critical commentary examines the potential implications of artificial intelligence (AI) on feminist pedagogy. Drawing on the work of Wellner and Rothman (2020), Toupin (2023), and Adam (1995), this paper considers how AI could be used to advance feminist pedagogy, but raises a series of concerns as well. Challenges to critical thinking and motivating students are raised. Finally, the paper concludes by arguing for bringing AI and conversations about its use into the classroom in a way that is mindful of its potential and limits.
Carceral Liberalism: Feminist Voices Against State Violence, Andrea Michaels
Carceral Liberalism: Feminist Voices Against State Violence, Andrea Michaels
Feminist Pedagogy
The following book review of Shreerekha Pillai’s Carceral Liberalism: Feminist Voices against State Violence (2023) is an expansive and timely collection of essays on the carceral state in its implications for feminist educators. This review focuses on the connections and connectivity of two essays in the collection that attempt to address a minor examination of the person as political.
Book Review: The Trouble With White Women, Kristen Desjarlais-Deklerk
Book Review: The Trouble With White Women, Kristen Desjarlais-Deklerk
Feminist Pedagogy
No abstract provided.
The Dildo Question: When Sex Positivity And Patriarchy Clash In The Classroom, Kate Maddalena
The Dildo Question: When Sex Positivity And Patriarchy Clash In The Classroom, Kate Maddalena
Feminist Pedagogy
This Critical Commentary describes how sex positivity can be a Trojan Horse for uncritical and toxic behavior in the classroom and suggests a pedagogical approach to help avoid the co-opting of sex positive ideologies for patriarchal power.
Lessons From A First Year Seminar: Teaching “Mean Girls” To Become “Nasty Women”, Elif S. Armbruster Phd
Lessons From A First Year Seminar: Teaching “Mean Girls” To Become “Nasty Women”, Elif S. Armbruster Phd
Feminist Pedagogy
This essay explores what happened in a First Year Seminar on "Nasty Women in American Literature" when a group of students, instead of embracing the strength and independence that the phrase "nasty woman" came to embody, turned into a group of "mean girls"--led by a "queen bee"--and dominated the course through alliance-building, gossip, and distraction. The Suffolk University English professor teaching the course explains the challenging environment that ensured and what she learned from the experience, enabling her to make important changes in her teaching of the course the following semester.
(Un)Learning Social Change Storytelling, K. L. Broad
(Un)Learning Social Change Storytelling, K. L. Broad
Feminist Pedagogy
In this essay, I discuss a teaching activity I created which embraces the dynamic of learning/unlearning to foster a complex understanding of social change storytelling.
Feminist Iterations Of “The Implosion”: New Techniques For Teaching About Science, Technology, And Society Through The “Implosion Project”, Maya Cruz
Feminist Pedagogy
This article outlines a new and explicitly feminist iteration of Professor Joseph Dumit’s (2014) “Implosion Project.” The “Implosion Project” is a classic pedagogical technique used widely in the field of Science and Technology Studies as an innovative way to teach students to critically engage with the complex relationships of science, technology, and society, and provides an important opportunity to center an explicitly feminist pedagogical approach when teaching students about the systems of power that shape, and are shaped by, the complex relationships between science, technology, and society. Since the “Implosion Project” does not center an explicitly feminist pedagogical approach, this …
A Call To Examine Queer Instructors’ Identity Disclosures In The Classroom, Mac Clark
A Call To Examine Queer Instructors’ Identity Disclosures In The Classroom, Mac Clark
Feminist Pedagogy
Despite the academy and students’ attitudes progressing towards queer instructors (Boren & McPherson, 2018), there is limited scholarship regarding the disclosure of queer identities in the classroom. In ignoring issues of queer disclosure, the communication discipline fails to challenge heteronormative assumptions of instructor identity. My Critical Commentary asks feminist scholars to go beyond traditional conceptions of instructor identities to combat this marginalization. I assert researchers should prioritize deconstructing heteronormativity, apply queer theory, and revisit notions of the classroom closet in their scholarship. By doing so, I argue communication scholars will equip institutions to better support queer faculty and students alike.
Unraveling Communication Failure: Room For Revision, Jill Fredenburg
Unraveling Communication Failure: Room For Revision, Jill Fredenburg
Feminist Pedagogy
"Unraveling Communication Failure: Room for Revision" delves into the intricacies of communication breakdowns, both at macro and micro levels, within the context of a general education public speaking course. Rooted in feminist pedagogy, the assignment encourages students to critically reflect on their least successful speech performance of the semester, analyzing societal and hegemonic influences impacting their communication dynamics. Through reflective analysis, students explore power dynamics shaping academic standards and their own positions within these norms. The assignment fosters an inclusive learning environment, empowering students to challenge hegemonic knowledge production and engage in self-directed learning. This paper outlines the rationale behind …
“I Thought I Knew”: Teaching Graduate Students New Ways Of Understanding Meanings Of Diverse Social Identities, Maria S. Johnson
“I Thought I Knew”: Teaching Graduate Students New Ways Of Understanding Meanings Of Diverse Social Identities, Maria S. Johnson
Feminist Pedagogy
Instructors should not assume that graduate students understand meanings of terms for various social identities. In this article, I highlight a teaching activity I created titled, “What’s in a name?” that requires graduate students to research historical and contemporary uses of various racial, ethnic, gender, sexuality, and immigration terms. The assignment helps graduate students develop inclusive vocabulary and deepen their understanding of their positionality. It also supports braver classroom contexts for students and instructors. The assignment is best facilitated by instructors informed of diverse social identities, open to difficult conversations, and aware of the influence of their own social identities …
The Mini Syllabus: Locating And Engaging With Black Women In Popular Culture, Katrina Marie Overby
The Mini Syllabus: Locating And Engaging With Black Women In Popular Culture, Katrina Marie Overby
Feminist Pedagogy
No abstract provided.
Real #Hotgirl Sh*T: Practical Application Of Intersectional Re-Presentation Instruction, Jessica F. Love
Real #Hotgirl Sh*T: Practical Application Of Intersectional Re-Presentation Instruction, Jessica F. Love
Feminist Pedagogy
This critical commentary outlines how the Real #HotGirl Sh*T: Megan Thee Stallion & Mediated Hip Hop, Black Feminist and Communication Pedagogy promotes active learning via popular culture and digital media, and it provides a practical model for employing intersectionality in classroom settings. Previous critical media pedagogy exploring minority media re-presentation primarily focused on the effects of master narratives produced by traditional media. This syllabus's incorporation of social and digital media helps students understand how collective minority groups use and interact with media as a political tool to challenge re-presentational regimes. More importantly, this syllabus employs real-world examples of popular culture …
A Hip Hop Dialogic: Exploring Hip Hop Feminism In The College Classroom, Makini Beck, Nickesia Gordon
A Hip Hop Dialogic: Exploring Hip Hop Feminism In The College Classroom, Makini Beck, Nickesia Gordon
Feminist Pedagogy
In this paper, we explore the use of Hip Hop feminist pedagogy in an undergraduate classroom. We discuss the ways an in-class deliberation activity can: 1) engage students in ethical argumentation and critical reasoning on Black and Latina women’s representations in Hip Hop music and culture; 2) invoke discussions about the sexual and racial politics inherent in Hip Hop, including the objectification, hyper-visualization and marginalization of Black and Latina women; and 3) prompt students to think about Black and Latina women’s resistance to dominant male discourses and the ways women participation in the music and culture can be identified as …
Megan Thee Stallion’S Southern Black Feminist Poet(Ic)S And The #Hotgirlsemestersyllabus, Qiana Cutts
Megan Thee Stallion’S Southern Black Feminist Poet(Ic)S And The #Hotgirlsemestersyllabus, Qiana Cutts
Feminist Pedagogy
In this critical commentary, I celebrate the artistry, activism, and career of Megan Thee Stallion and explore the #HotGirlSemesterSyllabus as a pedagogical tool for a course on Southern Black Feminist Poet(ic)s. I also introduce #HotGirlSemesterSyllabus Accompaniment: Performance, Literary, and Visual Art as a syllabus companion and arts integration resource.
#Hotgirlsemestersyllabus, Katrina Marie Overby, Gheni Platenburg, Niya Pickett Miller
#Hotgirlsemestersyllabus, Katrina Marie Overby, Gheni Platenburg, Niya Pickett Miller
Feminist Pedagogy
No abstract provided.
Savage, Classy, Bougie And Ratchet Feminist Pedagogy, Katrina Marie Overby, Gheni Platenburg
Savage, Classy, Bougie And Ratchet Feminist Pedagogy, Katrina Marie Overby, Gheni Platenburg
Feminist Pedagogy
No abstract provided.
Collaborations, Not Competitions, Can Reduce Gender Disparities In Robotics, Sonia Roberts, Alysson Light
Collaborations, Not Competitions, Can Reduce Gender Disparities In Robotics, Sonia Roberts, Alysson Light
Feminist Pedagogy
No abstract provided.
Feminist Pedagogy In The Stem Research Laboratory: An Intersectional Approach, Eduardo J. Caro-Diaz, Marie L. Matos-Hernández, Grayce E. Dyer, Siribeth Lopez-Santana, Laura S. Torres-Rivera, Lara G. Laureano-Llorens, Naiara Lebron-Acosta, Victoria M. Casimir-Montán
Feminist Pedagogy In The Stem Research Laboratory: An Intersectional Approach, Eduardo J. Caro-Diaz, Marie L. Matos-Hernández, Grayce E. Dyer, Siribeth Lopez-Santana, Laura S. Torres-Rivera, Lara G. Laureano-Llorens, Naiara Lebron-Acosta, Victoria M. Casimir-Montán
Feminist Pedagogy
The research laboratory is a crucial and indispensable classroom for STEM education. It is where we practice science as a craft and test the ideas that awaken our curiosity, allowing us to create knowledge. It is also a space where challenges await and struggles are imminent. Thus, supporting mentees through their traineeship in a research lab requires an intersectional approach and lens to provide equitable mentorship and guidance. The concept of intersectionality, initially devised by Black feminist professor Kimberlé W. Crenshaw, can be employed to generate practices and frameworks that democratize laboratory culture and provide trainees with a space in …
International Relations From Below: Teaching Absences In International Relations, Tamara Soukotta
International Relations From Below: Teaching Absences In International Relations, Tamara Soukotta
Feminist Pedagogy
For four years (2017-2022) I was part of a teaching team to teach the subject of International Relations (IR) to second-year Bachelor International Studies students. The course was structured to have twelve lectures; these lectures were to be delivered by the course leaders to an audience of 500-800 students. In addition to the lectures, students had four tutorial classes, where the rest of the teaching team worked with smaller groups of students (12-15 students in each group). These classes were designed to help the students link theories and practices. As a woman of colour teaching IR in a Dutch university, …
Undoing The Absence Of Asexuality In The Classroom, Canton Winer
Undoing The Absence Of Asexuality In The Classroom, Canton Winer
Feminist Pedagogy
Asexuality exists at the margins of sexuality, often invisible to and misunderstood outside—and even within—the LGBTQIA+ community. As an identity that generally refers to those who experience low/no sexual attraction, asexuality challenges the broadly held notion that everyone experiences sexual attraction. Given the centrality of sexuality to a great deal of feminist scholarship, the absence of asexuality in many feminist classrooms is striking. Moreover, decades of feminist and queer research and pedagogy have demonstrated the vast, liberatory potential of centering the margins as we seek to understand the social world. With that lineage in mind, asexuality presents a rich, relatively …
Crying In The Classroom: Teaching (Through A Lack Of) Racial Empathy, Brittney Miles
Crying In The Classroom: Teaching (Through A Lack Of) Racial Empathy, Brittney Miles
Feminist Pedagogy
Intense emotions in classrooms are often interpreted unfavorably because of how bodies can disrupt a space that centers the mind. However, bodies can also reflect students’ and educators’ emotional relationships with course material. Through an elucidative reflection on the pedagogical power of racialized emotions, this critical commentary considers the transgressive possibilities of racial empathy as a Black feminist epistemology. As a Black woman graduate student instructor, tensions emerge in classrooms around what it may mean when Black students and I are crying, and white students are not. Intense emotions, or the lack thereof, complicate the politics of power, responsibility, emotional …
Facing Gender Absence: Questioning The International Relations Curriculum From A Peripheral Feminist Perspective And Practice, Alessandra Jungs De Almeida, Jocieli Decol
Facing Gender Absence: Questioning The International Relations Curriculum From A Peripheral Feminist Perspective And Practice, Alessandra Jungs De Almeida, Jocieli Decol
Feminist Pedagogy
The International Relations field is historically tied to masculine, European, and white hegemonic ideologies. As a result, gender and feminist debates rarely appear on the construction of the International Relations university curriculum and its teaching practices. Considering this scenario, the main goal of this critical commentary is to present ways to face gender and feminist absence in the International Relations classroom. We demonstrate how inside-outside classroom interaction and debates can be a powerful tool to transform International Relations teaching and curriculum, opening space to feminist pedagogical perspectives and practices.
Interrogating Silences In The Postcolonial Classroom, Sheema Khawar
Interrogating Silences In The Postcolonial Classroom, Sheema Khawar
Feminist Pedagogy
In this paper I explore my experiences as visiting faculty teaching English language and Feminist Studies courses at a private university in Karachi, Pakistan. While balancing these different fields I aimed to integrate feminist pedagogies (Keating, 2007; Hooks,1994; Swarr and Nagar, 2010) and strategize with other politically aligned faculty to draw out important issues in our courses. I was faced with the challenging task of constructing syllabi attendant to the training of students in the ‘canons’ of the field and finding course content that allowed us collectively to engage with critical conversations on regional issues. Formal academic publication processes have …
Teaching Queer Trauma: Applying Meditation As A Pedagogy Of Compassion, Kody Muncaster
Teaching Queer Trauma: Applying Meditation As A Pedagogy Of Compassion, Kody Muncaster
Feminist Pedagogy
Mindfulness practices can help greatly when teaching potentially triggering courses on queerness and trauma. Meditation allows students to learn how to manage triggers, enhancing their distress tolerance and their ability to fully engage with course material. It also has practical benefits for applied courses, as students will learn how mindfulness practices can help when working with queer and traumatized clients in, for example, a social services setting. This original teaching activity describes a course I taught called 'Queer Trauma and Resilience: Canadian Perspectives,' and outlines several meditations that were taught progressively throughout the course. Debriefing methods are included as well …
“It Was Never Enough”: Queer Collectives And Zine-Making In The Classroom, Katherine Von Wald
“It Was Never Enough”: Queer Collectives And Zine-Making In The Classroom, Katherine Von Wald
Feminist Pedagogy
This original teaching activity outlines the use of zine-making in fostering student collectivity, creativity, and intellectual activism in and through absence and silence in feminist classrooms.
Generative Ai And Opportunities For Feminist Classroom Assignments, Sarah F. Small
Generative Ai And Opportunities For Feminist Classroom Assignments, Sarah F. Small
Feminist Pedagogy
Handwringing about ChatGPT and generative AI has penetrated teaching circles. Many educators are concerned it will disrupt education in negative ways. However, I introduce two approaches to assignments in which students work in tandem with AI to develop better understandings of reflexivity and feminist epistemology. I believe, if we are intentional in our teaching practice, our educational responses to generative AI can be in feminist directions.
Feminist Fat Activist Pedagogy Beyond The Classroom, Carey Jean Sojka, Rachel K. Huey
Feminist Fat Activist Pedagogy Beyond The Classroom, Carey Jean Sojka, Rachel K. Huey
Feminist Pedagogy
No abstract provided.
The Feminist Keyword Project: Literature Reviews As Feminist Praxis, Krystal Cleary
The Feminist Keyword Project: Literature Reviews As Feminist Praxis, Krystal Cleary
Feminist Pedagogy
The Feminist Keyword Project is a scaffolded series of assignments that culminates in a literature review of the student’s chosen keyword. It is designed for intermediate undergraduate students who acquired a foundational feminist vocabulary in their introductory classes. Building upon this baseline fluency, the project shifts students’ understanding of course concepts from a glossary of terms to politicized feminist gatherings. The project is informed by the tradition of the keyword entry genre to move students beyond merely defining their chosen term to narrating it as a site of feminist discourse in and outside of academia. In doing so, the Feminist …
#Metoo And Literary Studies: Reading, Writing, And Teaching About Sexual Violence And Rape Culture, Gabrielle Stecher
#Metoo And Literary Studies: Reading, Writing, And Teaching About Sexual Violence And Rape Culture, Gabrielle Stecher
Feminist Pedagogy
No abstract provided.
Book Review: Elizabeth Wilson's Gut Feminism, İlkan C. İpekçi̇ Ph.D. Candidate
Book Review: Elizabeth Wilson's Gut Feminism, İlkan C. İpekçi̇ Ph.D. Candidate
Feminist Pedagogy
No abstract provided.