Relevant bibliographies by topics / Intersectional feminist pedagogy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Intersectional feminist pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Intersectional feminist pedagogy"

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Shelton, Samuel Z. "Integrating Crip Theory and Disability Justice into Feminist Anti-Violence Education." Canadian Journal of Disability Studies 9, no. 5 (2020): 441–63. http://dx.doi.org/10.15353/cjds.v9i5.704.

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 In this paper, I critically reflect on my efforts to and experiences of integrating disability justice and crip theory into my intersectional, queer, feminist pedagogy. I begin by grounding my pedagogical practice in my experiences as an anti-violence advocate / activist in order to argue that disability theory and justice have the potential to not only expand anti-violence education, but also to transform it through careful attention to access, care, and interdependence. In this article, access refers to the possibilities of being fully present and supported within a give
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Przybylo, Ela. "Publishing Revolution: Publishing Praxis in the Classroom." Radical Teacher 115 (November 26, 2019): 39–47. http://dx.doi.org/10.5195/rt.2019.654.

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Drawing on queer and feminist Digital Humanities (DH) and Indigenous, antiracist, and intersectional approaches to publishing, this pedagogy piece reflects on a course designed and taught in Fall 2018 titled “Intersectional Feminist Journal Praxis.” Students read intersectional readings on publishing while creating their own journal through Open Journal Systems Software (OJS). Employing principles of collaboration and praxis, students worked in teams around specific tasks like a call for papers, peer review, copyediting, and introduction-writing while employing critical publishing practices su
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Quilty, Aideen. "Improbable frequency? Advocating queer–feminist pedagogic alliances within Irish and European higher education contexts." European Journal of Women's Studies 24, no. 1 (2016): 55–69. http://dx.doi.org/10.1177/1350506816679193.

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Heterosexist ideology underpins education policy and practice almost universally. It has the effect of rendering invisible and disrespecting practitioners and students of other sexual and non-gender conforming identities. Much explicitly queer work has challenged this normalising and frequently oppressive higher education terrain. To maximise this queer potential this article proposes re-positioning queer within and through a practice and pedagogy of feminism. The broad-based identity politics of feminism and the anti-identitarian politic of queer may appear a slightly improbable alliance. The
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Oliphant, Tami, Danielle Allard, and Angela Lieu. "Addressing Patron-Perpetrated Sexual Harassment: Opportunities for Intersectional Feminist and Critical Race Pedagogy and Praxis in the LIS Classroom." Journal of Contemporary Issues in Education 15, no. 1 (2020): 95–109. http://dx.doi.org/10.20355/jcie29390.

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It is becoming increasingly clear that sexual harassment is a serious problem within libraries. In particular, patron-perpetrated sexual harassment is the sexual harassment of library staff by the very patrons they endeavor to support. In this paper we identify and apply intersectional feminist and critical race and whiteness theories that unearth the structural underpinnings that support patron-perpetrated sexual harassment. We do so both to make this issue visible as well as to offer theoretical frameworks that might be taken up by LIS educators to address this topic within their classrooms.
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Barbrow, Sarah, Carol Lubkowski, Sara B. Ludovissy, Sarah Moazeni, and Karen Storz. "Up to speed: Library staff and first-generation students get together." College & Research Libraries News 81, no. 4 (2020): 182. http://dx.doi.org/10.5860/crln.81.4.182.

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Developing campus-wide programs to foster equity, diversity, and inclusion continues to be an ongoing priority for many colleges and universities across the country. Academic libraries are well positioned to support this work because they are embedded in so many of the functions of their institutions. Moreover, academic library staff have been writing about and practicing critical information literacy and intersectional feminist pedagogy in service of creating spaces in which all patrons can learn and grow. For example, the Oberlin Group, of which Wellesley College is a member, has collaborati
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Grissom-Broughton, Paula A. "A matter of race and gender: An examination of an undergraduate music program through the lens of feminist pedagogy and Black feminist pedagogy." Research Studies in Music Education 42, no. 2 (2019): 160–76. http://dx.doi.org/10.1177/1321103x19863250.

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Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. This study examines ways feminist pedagogy and Black feminist pedago
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Cohan, Deborah J. "“It Is Time to Make Our Way Home”: How Contingent Labor Practices Impact Transformative Possibilities of Teaching About Violence Against Women." Violence Against Women 25, no. 11 (2019): 1370–87. http://dx.doi.org/10.1177/1077801219844601.

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This article explores the intersection of teaching about gender-based violence and contingent employment. Drawing upon Patricia Hill Collins’s (1986) theory of the outsider-within to illuminate how power differentials, access, and resources as insiders or outsiders shape knowledge production and ways of knowing, seeing, and being, the author applies this lens to the experience of contingent faculty. Relying on perspectives in feminist pedagogy, autoethnographic methods, and case studies of students studying trauma, this article exposes layers of personal and institutional brokenness. In delvin
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Vidra, Rebecca L. "Finding Neutral Buoyancy: An Intersection of Ecology and Feminism through Innovative Pedagogy." WSQ: Women's Studies Quarterly 45, no. 1-2 (2017): 319–23. http://dx.doi.org/10.1353/wsq.2017.0040.

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Wallin-Ruschman, Jen, Cassidy Richey, Alyssa Case, and Katie Carns. "Reflections and Results from the Intersections: Teaching and Learning the Praxis of Intersectionality in the Psychology Classroom." Journal for Social Action in Counseling and Psychology 12, no. 1 (2020): 13–26. http://dx.doi.org/10.33043/jsacp.12.1.13-26.

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This article bridges multiple ways of knowing to explore the experience of an undergraduate psychology class focused on intersectionality. Drawing on feminist pedagogy, intersectionality, and critical consciousness literatures, we, the instructor and students together work to understand the experiences of the course and to offer our lessons learned. We present a detailed structure of the course, Experiences of Intersectionality, results of a qualitative analysis of students’ written course reflections, and instructor reflections. Three themes were extracted from the data: Vulnerability and Pri
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Springgay, Stephanie. "Stitching Language: Sounding Voice in the Art Practice of Vanessa Dion Fletcher." Studies in Social Justice 15, no. 2 (2021): 265–81. http://dx.doi.org/10.26522/ssj.v15i2.2431.

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This paper engages with the artistic practice and work of Vanessa Dion Fletcher (Potawatomi and Lenapé) from my perspective as a non-Indigenous academic and curator. Dion Fletcher and I have worked together over the past several years through discussions about her work, studio visits, and various events. In her art practice, Dion Fletcher uses porcupine quills and menstrual blood to inquire into a range of issues and concepts including Indigenous language revitalization, feminist Indigenous corporeality, Land as pedagogy, decolonization, and neurodiversity. In particular her work confronts the
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Dissertations / Theses on the topic "Intersectional feminist pedagogy"

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Åkesson, Emilia. "Affectivity in the classroom : A contribution to a feminist corpomaterial intersectional pedagogy." Thesis, Linköpings universitet, Tema Genus, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107163.

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In this study I aim to contribute to the field of feminist corpomaterial intersectional pedagogies, which I understand as a part of the broader field of feminist postconstructionist pedagogies. Against the background of feminist postconstructionism I wish to overcome binary understandings of for example discourse/materiality, theory/practice, male/female and mind/body in pedagogies. To follow this through I have analysed how affects and emotions are present in a classroom by studying the possibility of taking a starting point in the body while rethinking the anti-oppressive and norm critical p
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Mällbin, Christina Kicki. "Introducing Intersectional Theory to Activists : Challenging the theory/practice divide in a Swedish folkbildning context." Thesis, Linköpings universitet, Tema Genus, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107969.

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This thesis explores how introducing intersectional theory to self-identified activists in a Swedish folkbildning context challenges the theory/practice-divide. The study has been carried out through thematically structured discussions with students and teachers at Kvinnofolkhögskolan, Gothenburg, Sweden. In this thesis I argue that the deconstruction of the theory/practice-divide is dependent on perceptions of what theory and practice entails, students’ expectations of Swedish folkbildning in general and Kvinnofolkhögskolan in particular and pedagogical considerations on how to teach intersec
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Terzoglou, Effrosyni (Froso). "Sex Education 101 : Constructing Gender, Sexuality, and the Body in the Revised Swedish High School Curriculum. An Intersectional Critique." Thesis, Linköpings universitet, Institutionen för tema, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177282.

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In February 2021 the Swedish government announced the revision of curricula in every educational level, to correspond to the Sexuality, Consent and Relationships knowledge field. The purpose of this research is to explore the ways the Swedish high school curriculum, with the support of Skolverket’s webpage, has integrated notions of a) gender and sexuality, b) body in connection to sexuality and c) ethnicity, concerning students. This paper begins with the historical context of sex education in Sweden, reaching the current situation. Then, with a Critical Discourse Analysis (CDA) approach, it
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Prévot, Nathalie. ""If we want to change we must be willing to teach" : Exploring the potential of intersectional feminist pedagogy to change oppressive behaviours and ease a conflict in a Catalan secondary school." Thesis, Linköpings universitet, Tema Genus, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-151593.

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Whereas transformative pedagogy is a well researched subject, intersectional feminist pedagogy and specifically Transversal dialogue has not been used to ease conflict in Catalonia. This research examines the potential for intersectional feminist pedagogy to change oppressive behaviours in both students and teachers in a classroom conflict in a Catalan secondary school. Using ethnography, the thesis describes and analyses a five month research process, which involved participant observation, participatory action research and anti-oppressive sessions using Transversal dialogue. By concluding th
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Books on the topic "Intersectional feminist pedagogy"

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Jesuit and feminist education: Intersections in teaching and learning in the twenty-first century. Fordham University Press, 2011.

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1941-, Hauser Mary E., and Jipson Janice, eds. Intersections: Feminisms/early childhoods. P. Lang, 1998.

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(Editor), Mary E. Hauser, and Janice A. Jipson (Editor), eds. Intersections: Feminisms/Early Childhoods (Rethinking Childhood, Vol 3). Grove/Atlantic, 1998.

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Tajmel, Tanja, Klaus Starl, and Susanne Spintig, eds. The Human Rights-Based Approach to STEM Education. Waxmann Verlag GmbH, 2021. http://dx.doi.org/10.31244/9783830992202.

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This volume provides the first introduction to the right to science/STEM education, with contributions from international scholars and experts from organizations, including UNESCO, and from diverse disciplines such as human rights; science education; educational studies; anti-racist and decolonizing pedagogy; feminist and gender studies in science, technology, and engineering; and management and organizational studies. The book offers a thorough grounding in the right to education and its application in the STEM fields. It provides interdisciplinary perspectives that allow for a broad understa
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Book chapters on the topic "Intersectional feminist pedagogy"

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Gilson, Oriana A. "AN INTERSECTIONAL FEMINIST RHETORICAL PEDAGOGY IN THE TECHNICAL COMMUNICATION CLASSROOM." In Equipping Technical Communicators for Social Justice Work: Theories, Methodologies, and Pedagogies. Utah State University, 2021. http://dx.doi.org/10.7330/9781646421084.c009.

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Budrytė, Dovilė. "Toward an intersectional pedagogy in IR: how to take feminist interventions seriously." In Teaching International Relations. Edward Elgar Publishing, 2021. http://dx.doi.org/10.4337/9781839107658.00011.

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Jenssen, Runa Hestad. "Facing the Soprano: Uncovering a Feminist Performative “I” Through Autoethnography." In Higher Education as Context for Music Pedagogy Research. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.119.ch5.

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This article unpacks three auto-narratives drawn from my embodied experiences journeying from soprano to researcher. A feminist theoretical performative “I” is created through the use of performative autoethnography, a position of situated knowledge and Judith Butler’s thinking of gender as performative. I explore the query: How is a singer’s feminist performative I created through autoethnography? By unpacking my lived experiences I establish a connection between the I and the context I live in, referred to as “the Other”. This connection then illuminates how my voice has been constructed and disciplined to that of a normative feminine soprano by attaining and repeating actions from the social-culture context of singing. I also leverage off Butler’s thinking and how it may foreclose the attention to the materiality of the body, and lean into a performative embodied, new perspective. Embracing both the soprano and researcher role I create a position that brings me into a “liminal space”. I do this to better understand the intersection of music education and gender, the becoming of a researcher, researching with the “inside out”, and to embrace the material body’s actual contribution in (to) the web of meanings in the sociocultural context of singing. By carving out a connection between being a soprano and moving into my researcher voice, I offer this article as an expanded way of knowing – a knowing through being. In turn, such insights offer epistemological and ontological ways of thinking for those experiencing similar encounters.
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