Are you interested in using video blogs in your pedagogy? Here is an example from Jay Smooth at ill doctrine entitled "How to tell people they sound racist." What do you think? How might we put his strategies into conversation with Berlak and Erickson?
With these specially themed and guest-edited issues of Feminist Teacher, "Feminist Pedagogies in Action: Teaching beyond Disciplines," our intent is not only to demonstrate hands-on applications of feminist pedagogies, but also to learn from each other's interpretations of feminist pedagogical techniques across disciplines. This desire to learn from each other raises a practical question: How do we recognize a pedagogy as feminist? In other words, if feminist pedagogies are not bound to a scholarly area of study, what are the commonalities that make a pedagogy feminist? It is necessary to outline some fundamental principles of feminist pedagogy to supply a framework for our discussion.2. Twisted Privileges: Teaching Inclusion in Feminist Teaching
As an academic feminist, however, I focus this paper on my classroom-- specifically, on a feminist theory class I've taught over the past decade at Wheaton College, a small, coeducational, private liberal arts school in New England, whose students are primarily white and middle class. I also draw on a study of feminist pedagogies published earlier. When my co-author, Mary Kay Tetreault, and I first published The Feminist Classroom in 1994, my own classroom and those we studied for the book were all about inclusion and "voice" and giving students' experiences validity and visibility. Seismic shifts have taken place since then. To remain, or to become, a radical feminist teacher today is to be centrally concerned with unpacking complex relations of privilege and oppression, and thus fundamentally reworking the structural as well as representational terms of inclusion that feminist teaching promises.
