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Articles 1 - 5 of 5
Full-Text Articles in Arts and Humanities
Egyptian Female Podcasters: Shaping Feminist Identities, Kim Fox, Yasmeen Ebada
Egyptian Female Podcasters: Shaping Feminist Identities, Kim Fox, Yasmeen Ebada
Faculty Journal Articles
The objective of the research study was to explore how young female podcasters in Egypt acquire feminist knowledge, how their feminist identity has been shaped and, specifically, how podcasts were used for digital feminism. With audio production genres and feminist epistemology frameworks, our analysis shows how podcasts were knowingly utilized as a tool for cyberactivism. The study found that the podcaster’s feminist identities embodied Westernized and/or Black feminist epistemologies, while also indicating a deeper recognition of Egyptian feminism attained during their college careers. The researchers conclude that production of podcasts, informed by feminist pedagogy and epistemologies, was an empowering mechanism …
Movement Rhythms, Motley Knowledges, D. Bret Leraul
Movement Rhythms, Motley Knowledges, D. Bret Leraul
Faculty Journal Articles
This article introduces a special issue of LÁPIZ, The Pedagogies of Social Justice Movements in the Americas which contains articles by Bruno Baronnet on the politico-pedagogical practices of the Zapatistas; Vanessa Andreotti on radical education as a practice of collective ontogenesis that subverts the abstract domination of colonial, capitalist modernity; and Lia Barabosa Pinheiro on the sentipensante (feeling-thinking) pedagogies of the Landless Rural Workers Movement (MST), Vía Campesina Internacional, and other struggles. I frame the intervention of the issue as an inquiry into the possibility of an equal encounter between colonial, university knowledges and the knowledges authored by social …
Inclusive Pedagogy: Beyond Simple Content, Sheila Lintott, Lissa Skitolsky
Inclusive Pedagogy: Beyond Simple Content, Sheila Lintott, Lissa Skitolsky
Faculty Journal Articles
We have learned from feminist philosophy and critical theory that neutrality is a myth; this applies also to the seemingly neutral ways we structure our courses, design our assignments, and assess student achievement and mastery of material. Despite efforts to diversify the content of philosophy classes by ensuring that philosophy written by a diverse and representative selection of philosophers is studied, students still may be alienated when required to participate in a discourse that is not their own. We explore and argue the need for decentering playfulness in philosophy classrooms.
Increasing Engagement In French And Francophone Studies: Structured Journaling On The Emotions In La Fayette's La Princesse De Clèves, Logan Connors
Increasing Engagement In French And Francophone Studies: Structured Journaling On The Emotions In La Fayette's La Princesse De Clèves, Logan Connors
Faculty Journal Articles
No abstract provided.
How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis
How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis
Faculty Journal Articles
In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that …