Open Access. Powered by Scholars. Published by Universities.®
Feminist, Gender, and Sexuality Studies Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social and Behavioral Sciences (153)
- Race, Ethnicity and Post-Colonial Studies (119)
- Communication (117)
- Gender, Race, Sexuality, and Ethnicity in Communication (104)
- Sociology (101)
-
- Gender and Sexuality (93)
- Race and Ethnicity (86)
- Women's Studies (60)
- Education (45)
- Other Feminist, Gender, and Sexuality Studies (37)
- Film and Media Studies (25)
- History (20)
- Social Justice (20)
- Digital Humanities (19)
- Higher Education (19)
- African American Studies (18)
- American Studies (16)
- Lesbian, Gay, Bisexual, and Transgender Studies (16)
- English Language and Literature (15)
- Rhetoric and Composition (15)
- Women's History (15)
- Scholarship of Teaching and Learning (13)
- Curriculum and Instruction (12)
- Other Film and Media Studies (12)
- History of Gender (11)
- Theatre and Performance Studies (11)
- Critical and Cultural Studies (10)
- Disability and Equity in Education (10)
- Keyword
-
- Feminist pedagogy (16)
- Feminism (15)
- Gender (13)
- Pedagogy (13)
- Intersectionality (8)
-
- Abortion (7)
- Feminist Pedagogy (6)
- Bell hooks (5)
- Women (5)
- Abolition (4)
- Communication (4)
- Diversity (4)
- Social justice (4)
- Activism (3)
- Book review (3)
- Feminist (3)
- Feminist criticism (3)
- Reproductive justice (3)
- Reproductive rights (3)
- Spanish (3)
- AI (2)
- American women writers (2)
- Art (2)
- Artificial intelligence (2)
- Asexuality (2)
- Black Feminism (2)
- Care (2)
- Critical analysis (2)
- Critical pedagogy (2)
- Decolonial pedagogy (2)
- Publication Year
- Publication
- Publication Type
Articles 31 - 60 of 249
Full-Text Articles in Feminist, Gender, and Sexuality Studies
Teaching Oppositional Resistance To The Weaponization Of Artificial Intelligence In Acts Of Gendered Violence, Lili R. Romann, ElizabEth A. Hintz
Teaching Oppositional Resistance To The Weaponization Of Artificial Intelligence In Acts Of Gendered Violence, Lili R. Romann, ElizabEth A. Hintz
Feminist Pedagogy
Meeting the aims of this special issue to take a uniquely feminist approach to understanding AI in higher education, we offer a critical commentary to help other scholars apply a critical feminist lens when teaching about the promise of artificial intelligence in the classroom. Specifically, we center pornographic deepfakes as a primal, contemporary, and disastrous example of the gendered weaponization of artificial intelligence. This critical commentary has staying power – equipping future teachers with feminist tools to tackle AI (as well as the inevitable future of AI to come) in pedagogical practice.
Book Review | Tías And Primas: On Knowing And Loving The Women Who Raise Us, Kristian A. Contreras
Book Review | Tías And Primas: On Knowing And Loving The Women Who Raise Us, Kristian A. Contreras
Feminist Pedagogy
No abstract provided.
Planting Roots: A Pedagogy Of Action, Veronica Rose Popp, Danielle Phillips-Cunningham
Planting Roots: A Pedagogy Of Action, Veronica Rose Popp, Danielle Phillips-Cunningham
Feminist Pedagogy
We discuss how we put feminist pedagogies into action while developing a collaborative research and writing project about Nannie Helen Burroughs (1879-1961). We also explore how our collaborative research project influenced the development of a happy, fruitful, and long-lasting research partnership that broadens the conversation about incorporating feminist teaching practices into higher education. Burroughs set students on ways to find their own pathways, affecting change in ways they found most important. We engaged in our project with similar commitments.
Using Classroom Response Systems For Feminist Pedagogy In Large Classes, Sarah Rainey-Smithback, Nicole Kalaf-Hughes
Using Classroom Response Systems For Feminist Pedagogy In Large Classes, Sarah Rainey-Smithback, Nicole Kalaf-Hughes
Feminist Pedagogy
Most practitioners using feminist pedagogy assert small, discussion-based classrooms are best suited for creating power-sharing spaces where students are co-creators of knowledge. While we do not disagree that small classes are well-matched for feminist pedagogy, we challenge the assumption that feminist pedagogy cannot be practiced in large classes. This article explores how Top Hat, a web-enabled classroom response system (CRS), can be used to facilitate feminist pedagogy in a large Introduction to Women’s Studies class. Using data on student perceptions of the CRS, as well as instructor reflections on a technology-centered feminist classroom, this work suggests CRS can be used …
Building An Inclusive Classroom: Digital Humanities (Dh) And Critical Disability Studies (Cds) In The Francophone World, Vidya H. Surti, Kaliane Ung
Building An Inclusive Classroom: Digital Humanities (Dh) And Critical Disability Studies (Cds) In The Francophone World, Vidya H. Surti, Kaliane Ung
Feminist Pedagogy
The purpose of this co-authored article by a teacher and student is to contemplate the feminist implications of infusing Critical Disability Studies and Digital Humanities into the traditional humanities classroom. Furthermore, this article implements strategies for inclusive and flexible pedagogy. This article will contribute a case study for an interdisciplinary project of academic rigor, while mitigating student wellbeing through mechanisms of classroom autonomy.
What Is “So Severe, Pervasive, And Objectively Offensive?”: Defining Sexual Harassment, Investigating Reporting Requirements, And Supporting Disclosures With Communicative Role-Playing, Lauren L. Buisker, Kylie Johnson
What Is “So Severe, Pervasive, And Objectively Offensive?”: Defining Sexual Harassment, Investigating Reporting Requirements, And Supporting Disclosures With Communicative Role-Playing, Lauren L. Buisker, Kylie Johnson
Feminist Pedagogy
Despite the pervasive reach of rape culture on college campuses, university sexual harassment trainings frequently fail to provide students with clear definitions of sexual violence, often avoid using intersectional frameworks to teach students about the topic, and obscure the bureaucratic complexities that inhibit survivors’ abilities to seek out appropriate resources when they experience sexual trauma. As such, this article outlines communication strategies for feminist instructors interested in improving their students’ understanding of sexual harassment, given that social science and humanities classrooms provide apt spaces for grappling with difficult topics and the way in which language constructs our reality. We propose …
A Drop In The Ocean: A Critical Look At Belonging And Community In Carceral Setting, Jelena Petrovic, Jacob Bickel, Jonathan Cantero, Romano Estrada, Malcolm J. Thrower, Gregory White
A Drop In The Ocean: A Critical Look At Belonging And Community In Carceral Setting, Jelena Petrovic, Jacob Bickel, Jonathan Cantero, Romano Estrada, Malcolm J. Thrower, Gregory White
Feminist Pedagogy
In this commentary, we explore the opportunities and challenges of community building within our own higher education in prison program. Since 2015, the program fostered a community grounded in feminist pedagogy, emphasizing interconnectedness and decentralization of power. However, our 2024 evaluation revealed that new students often feel excluded and marginalized, highlighting the aspirational nature of the community. With this in mind, we examine how incarcerated individuals become members of a learning community and the unique struggles they face. We also discuss the importance of creating classroom communities that support students' sense of belonging, particularly in carceral settings, while also reflecting …
Kamp Krystal Killjoy: Doing Feminism/Making Media, Kristin Comeforo
Kamp Krystal Killjoy: Doing Feminism/Making Media, Kristin Comeforo
Feminist Pedagogy
In the current (2025) political climate, just as the United States and the world needs feminism, fewer and fewer people identify as feminists. This article suggests "feminist making," as a means for revitalizing feminism for the 21st century. It presents the narrative fiction podcast Kamp Krystal Killjoy as a social justice strategy to meet the challenges of today.
Exploring Dimensions Of Crystallized Identities, Candice L. Ruh
Exploring Dimensions Of Crystallized Identities, Candice L. Ruh
Feminist Pedagogy
For college students, learning about the components of identity can generate deeper knowledge about how personal and social identities differ, and how identities influence the way individuals experience socio-cultural systems and structures. The Exploring Dimensions of Crystallized Identities activity uses principles of self-reflexivity and dialogue to explore theoretical frameworks for practical application. This experiential activity is a facilitated dialogue driven by student involvement and is best suited for students in mid- to upper-level undergraduate courses. It encourages students to reflect on their and others’ identities, and to consider the social impacts of diversity in their lives.
Creating And Re-Energizing Communities Of Meaning Throughout A Course, Nancy A. Heise, Anum Ahmed
Creating And Re-Energizing Communities Of Meaning Throughout A Course, Nancy A. Heise, Anum Ahmed
Feminist Pedagogy
We propose a feminist course approach wherein instructors build what Amie Macdonald (2002) called "communities of meaning" in their classrooms (p.120). Through an intentional focus on supporting students' 1) individual identities, 2) holistic well-being, and 3) epistemic "buy-in" to classroom content, students will connect more deeply not only to themselves and their classmates, but also to the course material. We suggest four community-building touchpoints as a starting point for instructors looking to integrate this course approach. We start with an activity to lessen awkwardness around first-day name pronunciation. We emphasize the importance of creating collaborative classroom expectations with students, and …
Telling The Truth, Seeking Justice: Feminist Pedagogy And The Comfort Women Legacy, Sina Lee
Telling The Truth, Seeking Justice: Feminist Pedagogy And The Comfort Women Legacy, Sina Lee
Feminist Pedagogy
This commentary explores the pedagogical significance of teaching the legacy of comfort women—women subjected to sexual slavery by the Japanese military during World War II—in U.S. gender studies classrooms. Drawing on feminist pedagogy, the essay examines how testimonies from survivors like Hak-sun Kim and Bok-dong Kim empower students to critically engage with the intersections of war, colonialism, gender-based violence, and transnational justice movements. Through assigned readings, survivor testimonies, and documentary media, students confront the ongoing impact of colonialism and are encouraged to reconceptualize peace as a radical, actionable process. The essay also highlights the role of the United States in …
A Pedagogy Of Peace & Prose: Helping Students Engage With And Articulate Perspectives On The Plight Of Palestine Through A Tripartite Textual Analysis, Sydney E. Brammer
A Pedagogy Of Peace & Prose: Helping Students Engage With And Articulate Perspectives On The Plight Of Palestine Through A Tripartite Textual Analysis, Sydney E. Brammer
Feminist Pedagogy
No abstract provided.
What’S Empowerment Got To Do With It?: Body Neutrality In The Neoliberal Institution, Michelle Colpean, Cassidy D. Ellis
What’S Empowerment Got To Do With It?: Body Neutrality In The Neoliberal Institution, Michelle Colpean, Cassidy D. Ellis
Feminist Pedagogy
No abstract provided.
An Attitude Of Openness: Adapting Body Neutrality For Performers, Kerstin A. Vaughn, Emily Baird
An Attitude Of Openness: Adapting Body Neutrality For Performers, Kerstin A. Vaughn, Emily Baird
Feminist Pedagogy
For performers, specifically dancers and actors, the body constitutes the vast majority of focus and training. It is what we present onstage, share with audiences, and contract to casting directors and choreographers. Our bodies, the way they look and move, directly influence the amount and quality of work we make. The concept of body neutrality, then, poses an interesting challenge for performers and those of us who train them. How do we balance a healthy relationship with the body while also thinking critically about all of the ways our bodies carry meaning in performance? How do we, as educators, promote …
Reenvisioning Identities That Precede Us: “Body Acknowledgement” As Social Justice Practice Within A Communication Ethics Course Redesign, Wendy Kz Anderson, Ollivia Webster, Nicole Yang, Cass Bryant, Taylor Herr
Reenvisioning Identities That Precede Us: “Body Acknowledgement” As Social Justice Practice Within A Communication Ethics Course Redesign, Wendy Kz Anderson, Ollivia Webster, Nicole Yang, Cass Bryant, Taylor Herr
Feminist Pedagogy
We infuse this conversation of “body neutrality” through social justice responsiveness (compassion, equity, and accountability of body/presence privilege) by specifically attending to intersections of race, gender, and body mindset built into our identities. In reimagining the term “body-neutrality” through identity engagement, we introduce the term “body acknowledgment” as an active interpretative state. As a co-authored pedagogical “co-conspiring” for racial justice (Houdek and Ore, 2021, p. 92), we (instructor, teaching assistants, and previous students) offered a course redesign centering social justice strategies to address the following question: How can dialogue about intersectional communication work toward redesigning learning with difference and develop …
Queering Composition Pedagogy: Camp-Informed Teaching Within Florida's Censorship, Isabelle V. Karleskint
Queering Composition Pedagogy: Camp-Informed Teaching Within Florida's Censorship, Isabelle V. Karleskint
Feminist Pedagogy
This social justice strategy article examines composition teaching within Florida colleges and universities over a seven-year period of intense political and social change. These institutions carry different levels of protection from Florida's censorship and anti-LGBTQIA+ laws. Using principles from Susan Sontag's 1964 "Notes On Camp," the author examines strategies for navigating these boundaries and creating safe, inclusive spaces for students while flying under the oppressive state government's 'radar.' This article found that teaching which includes multimodality, popular culture, digital learning, inclusive content, and identity politics can 'camp' pedagogy, with benefits to students and low risk to faculty. However, it also …
Socially Situated Scientific Discourse: Learning Under The Perceived Threat Of Being A Woman, Kayla Taylor
Socially Situated Scientific Discourse: Learning Under The Perceived Threat Of Being A Woman, Kayla Taylor
Feminist Pedagogy
As a companion piece to “Diminishing Dialogue: The Fallacy of Florida Politics,” this critical commentary explores how undergraduate humanities courses and feminist standpoint theory shaped the perspective of an aspiring STEM PhD candidate. The subjective nature of scientific objectivity is examined through the lens of feminist historiography and the author’s own experiences as a woman in STEM.
“My Pregnant Man Story”: “Bloodchild” As A Means Of Discussing Reproductive Rights, Ashley Lear
“My Pregnant Man Story”: “Bloodchild” As A Means Of Discussing Reproductive Rights, Ashley Lear
Feminist Pedagogy
Restrictions on reproductive health education in Florida have resulted in misinformation and taboos that could be addressed through parallels in science fiction. As Paweł Frelik, University of Warsaw Professor of American Studies, reminds us, science fiction is a “cultural discourse,” in which “fantastic figures such as aliens, clones, and cyborgs are allegories of race, ethnicity, gender, sexuality, able-bodiedness, and other dimensions of individual subjectivity.” Octavia Butler’s short story “Bloodchild” (1995) will be used in this activity to discuss reproductive rights with students in the wake of so many legal challenges to those same rights. Butler, inspired by her own fears …
A Review Of Neurodivergent, Madison Marshall
Practicing Feminist Disability Pedagogy: Building Interdependence Through A Classroom Participation Menu, Kristen L. Cole
Practicing Feminist Disability Pedagogy: Building Interdependence Through A Classroom Participation Menu, Kristen L. Cole
Feminist Pedagogy
Following the lead of Parsloe & Smith (2022), this article explains and advocates possible modes of participation that consider the disabled, chronically ill, and systemically vulnerable students and faculty who are fighting to succeed in higher education. The way participation is measured in college classes is often ableist in nature; thus, it is important to unpack the ableist assumptions that undergird how we arrange and assess participation. Utilizing Knoll’s (2009) explication of interdependency as a practice of feminist disability pedagogy, this article offers a semester long activity called a participation menu, which provides a framework for distributing the responsibility of …
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.
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.
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 …