Editorial Taylor, Carol A
Critical studies in teaching and learning,
01/2021, Letnik:
9, Številka:
1
Journal Article
Recenzirano
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I am delighted to be writing this editorial for the June 2021 issue of Critical Studies in Teaching and Learning. The issue includes seven articles, six of which form pairs on a theme, and which are ...arranged in a sequence which seemed to make good sense in terms of theme, structure and flow. A quick look at the titles of the papers brings to the fore the following themes and concerns:
Trembling: The winds and I Sahni, Urvashi
Nordic Journal of Art and Research,
11/2023, Letnik:
12, Številka:
2
Journal Article
Recenzirano
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This is a text based on a keynote address that I gave at the IDIERI, 2022 conference in Warwick. The theme of IDIERI, 2022 was “Navigating mess and complexity in uncertain times.” It is ...particularly relevant to this issue because the project described in this keynote emerges from, and is embedded in, our on-going work at Study Hall Educational Foundation (SHEF) and addresses Sustainable Development Goals 1, 4, 5, 10 and 13. The project is about teenage girls in Lucknow, India. It includes critical dialogues, poetry and drama, and culminates in a collectively curated script and performance. As girls in India, it reveals their fears and concerns about their current lives and their view of their future . Their embodied voices and poems show us what their lives are like and how they feel about the uncertainties shaped by their experience. Strict patriarchal social norms leave them feeling insecure, unsafe and unfree at home and in their immediate environment. It emerged that while they have a caring, connected relationship with nature, the climate crisis seems too distant. Their concerns about securing their present lives are more immediate.
Gender-based violence (GBV) is a global concern that disproportionately impacts girls and marginalized communities; there is a need to better understand public education's role in enhancing ...understanding of GBV. This study uses qualitative participatory methods to study the experiences of 14 Canadian teachers who teach about GBV. Participants struggled to balance teaching their most privileged students about GBV while protecting students more likely to have experienced it directly. Feminist pedagogy of GBV should utilize strategies and curriculum that are action oriented and rooted in both the systemic contexts of GBV and the intersectional lived experiences of students and teachers.
•Teachers sought to enable students to recognize GBV’s prevalence, root causes, and connections to other forms of inequity.•Aspects of shared teacher-student identity created opportunities for enhancing student engagement and connection.•Teachers emphasized reflexivity to grapple with power and privilege relating to their social locations and their students'.•Focusing on students' counter-resistance could cause teachers to marginalize more vulnerable students.•Less academically inclined students often excelled with action-oriented pedagogy to address difficult knowledge.
Based on a study of five women’s studies degree programmes, this article attempts to discuss pedagogical issues that are surfacing in higher education on account of the changing social composition of ...students since the implementation of reservations for Other Backward Classes in higher education. Critical pedagogy has not found much space in discussions on higher education in the Indian context. The exception has been reflections on feminist pedagogy that primarily draw on Freirian thought and the scholarship of bell hooks. Against this background, the article brings out how the epistemic principles of critical disciplines like women’s studies generate ethical expectations of the feminist teacher, particularly in relation to caste in this case. It goes on to discuss the limits imposed on these ideas of feminist pedagogy by the institutional and structural inequalities in higher education and how the dominant social composition of teachers necessarily limits possibilities of feminist pedagogy.
This commentary reflects on 20+ years as marketing academics committed to a feminist, critical approach to the marketing curriculum. Feminist pedagogy focuses on critiquing the wider, ...macro-structural realities that impact on gender inequality. A key aim is to empower students to consider how society might be differently structured. We also advocate a multiple perspectives approach, whereby there are no absolutes but rather contexts, thus nudging students to move beyond a micro-managerial mindset, and problematising many of the assumptions embedded in marketing. This includes understanding that identity positions shape social worlds and consumption patterns. Finally we identify three tools for implementing a feminist pedagogy: subjective personal introspection (SPI), collaborative and action learning and a low-hierarchy learning environment.
This study explores the application of feminist pedagogy to create an inclusive learning environment. The teaching methodology has no standardized set of characteristics, aiming to address societal ...issues present inside the classroom. The objectives include describing the profile of the research participants, identifying their teaching practices, examining their experienced challenges, and gathering their recommended strategies. It follows a thematic case analysis design and uses Snowball sampling to identify four teachers handling different subject areas at the secondary level. After ensuring consent, they were interviewed online using Eaton’s (2017) interview guide. Ten themes under categories of practices, challenges, and recommendations were formed. The data analysis using Creswell’s (2007) spiral design revealed that all participants are self-identified feminists and use a student-centered approach. Moreover, results have shown that they empower learners through reflection and collaboration activities. The challenges revolve around learners' responses and attitudes. Maximizing technology is a primary strategy they suggested. This article illustrates how feminist pedagogy is a new option for teachers to provide learners with a safe space to learn, free from discrimination.
This article addresses the problem of toxic troll commenting culture through a rhetorical technofeminist approach that sits at the intersections of technologies, bodies, identities, power, and ...rhetoric. From this rhetorical technofeminist framework, we analyze toxic commenting culture and offer creative possibilities for resisting such oppressive power formations and social practices. We apply the framework to a first-year writing seminar to analyze and confront toxic commenting culture before offering additional research and pedagogical sites to address socio-technological challenges and oppressive power formations in society.
