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Articles 1 - 12 of 12
Full-Text Articles in Education
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 …
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.
On Teaching Diversity And Inclusion, Clara Bradbury-Rance
On Teaching Diversity And Inclusion, Clara Bradbury-Rance
Feminist Pedagogy
In 2020, I was asked to design a module called “Diversity and Inclusion in Practice” for a new online MA. To design a module around this theme was to reckon with a paradox. Scholars such as Sara Ahmed, working across feminist, queer, and critical race studies, have given us theoretical and methodological frameworks not simply for celebrating “diversity” but for exploring this term itself as a function of power. While the use of terms such as diversity and inclusion may be a strategic necessity for social justice work around higher education’s current agenda, this “language of diversity” (Ahmed 2012: 51) …
Walking Self-Portraits: Scores For Creative Exploration Of Space, Jody Stokes-Casey, Catalina Hernandez-Cabal, Ahu Yolaç
Walking Self-Portraits: Scores For Creative Exploration Of Space, Jody Stokes-Casey, Catalina Hernandez-Cabal, Ahu Yolaç
Feminist Pedagogy
In this original teaching activity, participants work from a set of movement and mark-making scores to explore three dimensions of experience—memory, intervention, and collectivity—in dialogue with art, museum space, and one another.
“I Can’T Learn When I’M Hungry”: Responding To U.S. College Student Basic Needs Insecurity In Pedagogy And Praxis, Jasmine R. Linabary, Rebecca Rodriguez Carey
“I Can’T Learn When I’M Hungry”: Responding To U.S. College Student Basic Needs Insecurity In Pedagogy And Praxis, Jasmine R. Linabary, Rebecca Rodriguez Carey
Feminist Pedagogy
Food insecurity and other basic needs insecurities were pressing concerns for U.S. college students prior to the COVID-19 crisis and are even more so now. These issues disproportionately impact minoritized students, making addressing basic needs an issue of educational equity. As feminist teacher-scholars, we reflect in this essay on what it means to teach in the context of student basic needs insecurities, drawing on our experiences from launching an interdisciplinary initiative dedicated to combatting food insecurity on our campus. In doing so, we seek to catalyze changes within and beyond the classroom to better support students.
Book Review: Sara Ahmed's Complaint!, Alaina Walberg, Meggie Mapes
Book Review: Sara Ahmed's Complaint!, Alaina Walberg, Meggie Mapes
Feminist Pedagogy
Aptly named, Sara Ahmed’s (2021) Complaint! exposes the institutional processes through which feminist complaints and allegations of racism and sexism, among other forms of oppression, are silenced, redirected, and displaced. Drawing from her own experience as a woman of color who resigned from her university post “in protest about the failure of the institution to hear complaints” as well as narratives from others who have complained, Ahmed seamlessly interweaves testimonials and lived experience with theory (p. 8). This poetic and nuanced interplay of theory and praxis constructs a vision of institutions as simultaneously complaint graveyards and complaint collectives. In the …
Charting Their Own Course: Individualized Contract Grading As A Practice Of Freedom, Sarah Stone Watt
Charting Their Own Course: Individualized Contract Grading As A Practice Of Freedom, Sarah Stone Watt
Feminist Pedagogy
Students move through college along different curricular and personal pathways. Feminist scholars have explored multiple ways of inviting students to bring their diverse experiences into the classroom. However, it can be challenging to invite diversity while requiring each student to navigate a standardized curriculum. I propose unilateral grading contracts as one tool to enable students to move through a course while leveraging their strengths, helping them grow, and sharing their experiences to enrich the broader class community and achieve the course learning outcomes.
Feminist Public Health As Abortion Pedagogy: Building Space For Reluctant Students, Chris Barcelos
Feminist Public Health As Abortion Pedagogy: Building Space For Reluctant Students, Chris Barcelos
Feminist Pedagogy
No abstract provided.
Utopian Promises, Dystopic Realities: Teaching Bell Hooks “No Love In The Wild”, Naimah H. Ford
Utopian Promises, Dystopic Realities: Teaching Bell Hooks “No Love In The Wild”, Naimah H. Ford
Feminist Pedagogy
This original teaching activity discusses bell hooks’ film review of Beasts of The Southern Wild and explains how it can be used to encourage students to recognize how popular culture reproduces and reinforces disturbing paradigms. This original teaching activity, based on hooks’ review “No Love in The Wild,” encourages students to be informed while navigating visual images in popular culture. This activity also explains how hooks’ film review and the film can be used to empower students with strategies to analyze film and other visual images that are seemingly progressive but support the strictures and structures that reinforce patriarchy, racism, …
How I Learned To Love Teaching: Bell Hooks And The Possibilities Of The Feminist Classroom, Patti Duncan
How I Learned To Love Teaching: Bell Hooks And The Possibilities Of The Feminist Classroom, Patti Duncan
Feminist Pedagogy
In this critical commentary, I describe the influence bell hooks has had on my pedagogy since first reading her book, Teaching to Transgress: Education as the Practice of Freedom, when I was a graduate student in Women’s and Gender Studies in the 1990s. The profound influence hooks’ work had on me, as a first generation, woman of color scholar from a working-class background, cannot be overstated. Her words helped me name and begin to critique and resist the isolation, alienation, and oppressive systems that had, up to that point, shaped my experience and the experience of many women of color …