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“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 …
A Review Of Brenda Cossman's The New Sex Wars, Ashley Barnes-Gilbert
A Review Of Brenda Cossman's The New Sex Wars, Ashley Barnes-Gilbert
Feminist Pedagogy
In The New Sex Wars: Sexual Harm in the #MeToo Era, Brenda Cossman unpacks the contemporary debates of the #MeToo movement through the lens of the 1970s and 1980s feminist sex wars. Cossman seeks to deconstruct the binary conversation of the feminist sex wars, both in the past and present. She offers an alternative read of these debates, rooted in anti-carceral feminism and reparative justice. This book is a must read for scholars, activists, and educators alike, as she provides innovative analytical approaches that transform feminist praxis inside and outside the classroom, the academic journal, the courtroom, and the online …
“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.