Twenty-First-Century Feminist Classrooms : Pedagogies of Identity and Difference

This anti-racist feminist anthology brings together diverse and challenging theoretical perspectives on the experiences of radical educators who work to redefine pedagogies for communicating the claims of both insurgent disciplines—Women's Studies, African-American Studies, Latino Studies, Ethnic Studies, Queer Theory, etc.—and radicalized versions of traditional areas of study—History, Sociology, Foreign Languages, Literature, Philosophy. The authors’ analyses of where and how feminist teachers stand in the fray of conflictive classroom dynamics and institutional politics lead them to outline new inquiries into feminist pedagogy highlighted by an intense focus on identity, experience, and difference. In doing so, Twenty-First Century Feminist Classrooms opens a space for engaged feminist self-criticism that seeks to reinvigorate pedagogical practices grounded in multicultural feminist identities. Cover......Page 1 Contents......Page 6 Acknowledgments......Page 8 Introduction: Feminist Reflections on the Pedagogical Relevance of Identity......Page 10 Part I: Cultural Identity and Student Resistance......Page 38 One: Toward a Pedagogy of Coalition......Page 40 Two: Unleashing the Demons of History: White Resistance in the U.S. Latino Studies Classroom......Page 68 Three: Student Resistance and Nationalism in the Classroom: Reflections on Globalizing the Curriculum......Page 96 Part II: The Epistemology of Experience......Page 118 Four: Feminist Pedagogy and the Appeal to Epistemic Privilege......Page 120 Five: Negotiating Subject Positions in a Service-Learning Context: Toward a Feminist Critique of Experiential Learning......Page 144 Six: Antiracist Pedagogy and Concientización: A Latina Professor’s Struggle......Page 164 Seven: Queer Theory and Feminist Pedagogy......Page 184 Part III: Contextualizing Difference......Page 210 Eight: “white girls” and “Strong Black Women:” Reflections on a Decade of Teaching Black History at Predominantly White Institutions (PWIs)......Page 212 Nine: Teaching (About) Genocide......Page 242 Ten: Decentering the White and Male Standpoints in Race and Ethnicity Courses......Page 260 Eleven: Representation, Entitlement, and Voyeurism: Teaching Across Difference......Page 290 Contributors......Page 308 B......Page 312 D......Page 313 F......Page 314 I......Page 315 L......Page 316 P......Page 317 S......Page 318 T......Page 319 W......Page 320 Z......Page 321 This book is centrally concerned with crucial theoretical and practical aspects of teaching in the national and global borderlands of gender, race, and sexuality studies. The cross-cultural feminist focus of this anthology allows the contributors to consider the various ways in which global and national frameworks intersect in the classroom and in students' thinking, and also the ways in which power and authority are developed, directed, and deployed in the feminist classroom. This volume provides a critical elaboration of provocative, self-reflexive questions for feminist cultural and intellectual practice for the 21st century. In doing so, the volume provides a site for engaged feminist self-criticism for the specific purpose of reinvigorating a critical pedagogical practice grounded in multicultural feminist identities. '...the authors articulate new methods for understanding and centralizing the function of experience and identity in the classroom...' - L.R. Baxter, Choice 'This collection of essays sets forth a bold and important challenge.' - Feminist Academic Press Column Publisher's description: This anti-racist feminist anthology brings together diverse and challenging theoretical perspectives on the experiences of radical educators who work to redefine pedagogies for communicating the claims of both insurgent disciplines--Women's Studies, African-American Studies, Latino Studies, Ethnic Studies, Queer Theory, etc.--and radicalized versions of traditional areas of study--History, Sociology, Foreign Languages, Literature, Philosophy. The authors2 analyses of where and how feminist teachers stand in the fray of conflictive classroom dynamics and institutional politics lead them to outline new inquiries into feminist pedagogy highlighted by an intense focus on identity, experience, and difference. In doing so, Twenty-First Century Feminist Classrooms opens a space for engaged feminist self-criticism that seeks to reinvigorate pedagogical practices grounded in multicultural feminist identities Toward a pedagogy of coalition -- Betty Sasaki Unleashing the demons of history -- Susan Sánchez-Casal Student resistance and nationalism in the classroom -- Michiko Hase Feminist pedagogy and the appeal to epistemic privilege -- Amie A. Macdonald Negotiation subject positions in a service-learning context -- Tamara Williams and Erin McKenna Antiracist pedagogy and concientización -- Maria Eva Valle Queer theory and feminist pedagogy -- Nancy Sorkin Rabinowitz White girls and strong black women -- Allison Dorsey Teaching (about) genocide / Bat-Ami Bar on -- Decentering the white and male standpoints in race and ethnicity courses -- Margaret Hunter Representation, entitlement, and voyeurism-- Melanie Kaye/Kantrowitz. In the very recent history of the academic institution where I have taught for the greater part of the last decade, a group of students of color and their white allies took over the president's office to protest institutional racism. We are proposing a new paradigm for feminist educators by reevaluating the significance and application of identity theory in feminist pedagogy. Edited By Amie A. Macdonald And Susan Sánchez-casal. Includes Bibliographical References And Index.