Teaching Gender: Feminist Pedagogy and Responsibility in Times of Political Crisis addresses the neoliberalization of the university, what this means in real terms, and strategic pedagogical responses to teaching within this context across disciplines and region.
Inspired by bell hooks’ "transgressive school" and Donna Haraway’s "responsibility", this collection promotes a politics of care within the classroom through new forms of organizational practices. It engages with the challenges and possibilities of teaching students about women and gender by examining the multiple pedagogical, theoretical, and political dimensions of feminist learning.
The book revisits how we can reconfigure a feminist politics of responsibility that is able to respond to or engage with contemporary crises. It also conceptualizes crisis and explains how it is transforming contemporary societies and affecting individual vulnerabilities and institutional structures. Finally, it offers practical cases from different European locations, in which crisis and responsibility have served to reformulate contemporary feminist pedagogies, altering curriculums, reframing institutions, and affecting the process of teaching and learning.
List of figures
List of contributors
Beatriz Revelles- Benavente and Ana M. González Ramos
1 Sharing vulnerabilities: searching for "unruly edges" in times of the neoliberal academy
Monika Rogowska- Stangret
2 Knowmadic knowledge production in times of crisis
Olga Cielemecka and Beatriz Revelles- Benavente
3 (No) time for care and responsibility: from neoliberal practices in academia to collective responsibility in times of crisis
Ester Conesa Carpintero
4 "It’s a hell of a responsibility to be yourself": troubling the personal and the political in feminist pedagogy
Esther Sánchez- Pardo
5 Feminist science literacy as a political and pedagogical challenge: insights from a high school research project
Rosa Costa and Iris Mendel
6 Screening feminisms: approaches for teaching sex and gender in film
Felicity Colman and Erin K. Stapleton
7 Doubt, excitement, pleasure: feminist practices of teaching and learning in art and education
8 Feminist ethics of responsibility and art therapy: Spanish art therapy as a case in point
Ángela Harris Sánchez and Adelina Sánchez Espinosa
9 (Fostering) princesses that can stand on their own two feet: using wonder tale narratives to change teenage gendered stereotypes in Portuguese EFL classrooms
10 The case of Tumblr: young people’s mediatised responses to the crisis of learning about gender at school
11 On the road: feminist alliances across Europe
Veronica Gisbert Gracia
The series is a collection which has a long standing tradition of publications of theoretical reflections and case studies that address the pedagogical, conceptual and political dimensions of teaching and learning about gender. First linked to its predecessor, the ATHENA network, the Teaching with Gender book series is now coordinated by ATGENDER - the European Association for Gender Research, Education and Documentation. A wide range of international scholars have contributed to the edited volumes in this series, offering teaching tools and seminar exercises that give students and teachers valuable sources for the teaching and studying of gender and sexuality.