Barb, in response to your questions on how to implement feminist pedagogy (one at a time--if this is possible, or all at once--if this is possible!), I wonder if your questioning arises from the praxis inherent to feminist pedagogy, or the simultaneity of employing feminist theory and methods...it's difficult to have one without the other.
Perhaps it can free us by looking at FP as a process that's contingent upon the context in which we're working (which seems to be the most feministy answer as well!). Because feminist pedagogy isn't static; I don't think there could be a time or place when an educator feels s/he's finally "arrived." There is always the potential for further change, spontaneity, creativity, deeper awareness of power relations, and more effective/strategic methods of addressing them...even on behalf of the most seasoned feminist pedagogues!
And while I certainly can't deny the potential for students to resist FP, I have yet to personally experience its rejection in a classroom, whether I've been the student or the teacher. Perhaps it's just that I've been lucky so far, but all in all, it seems to me that students are hungry for alternative educational methods; they enjoy variety, enjoy discussion, and when given a chance, step up to the plate in taking responsibility for their share of the work. It's partly because the ideas students encounter in feminist classrooms are so different from other disciplines (I can't tell you how often students have said to me "I love GWSS classes because there's nothing else like them; no one else is teaching us this stuff"), and it's partly because they're allowed to be themselves; in our classrooms, their identities actually mean something.
So while I am sure it will happen, I still haven't experienced students going through the "5 stages of grief"! Though if it's as funny as that video, Barb, I might welcome it!
I think that there's a difference between using feminist pedagogy in an elective (as in voluntarily chosen) class versus a required class in terms of implementing feminist pedagogy. In some ways it's the same difference in buy-in that you find in any subject area, but I think it's a bit more than this too. Feminist pedagogy is seen as all well and good in a feminist context (GWSS) or maybe even in cultural studies, or American studies, MAYBE English or another of the liberal arts. But when you're doing "real" (read traditional "core" ) academic work, people have expectations for what that should look like.
Also the people who are most likely to select a GWSS class are those who are already pretty comfortable with consciousness raising as a goal, even if they aren't familiar with the history and theory behind it. Having consciousness raising inflicted upon you when you just showed up to take a required class so you can graduate and get a job - can feel less than empowering. I think it's yet another question of access. How do you make consciousness raising more accessible to people who never asked for it in the first place?