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Another F Word: Failure in the Classroom

Another F Word: Failure in the Classroom C o m m e n t a r y Another F Word: Failure in the Classroom Dale M. Bauer In 1990, I published an essay titled “The Other ‘F’ Word, or the Feminist in the Classroom,” in which I argued for ways to present feminist content so that students could make their own conclusions about the necessity of feminist studies and commitment. At the time, I suggested that we offer ourselves as feminist models with whom students could identify— or simply resist, an attitude I believed we could work through, like some therapeutic model of psychoanalysis. I assumed then that if we created the right feminist condi - tions in the classroom— offering a persuasive feminist rhetoric about social change, and most importantly creating a classroom where students could ask and answer their own questions about why feminism was necessary — we could encourage and develop feminist students. Feminist pedagogy, for that younger me, was to consist of a series of encounters with unenlightened students, in Richard Miller’s sardonic terms, “ready to do the right thing if only told forcefully enough” — as he casts these pedagogical misfirings (1998: 199). Miller describes these failures to enact social change http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Another F Word: Failure in the Classroom

Bauer, Dale M.
Pedagogy , Volume 7 (2) – Apr 1, 2007
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Copyright
Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2006-027
Publisher site
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Abstract

C o m m e n t a r y Another F Word: Failure in the Classroom Dale M. Bauer In 1990, I published an essay titled “The Other ‘F’ Word, or the Feminist in the Classroom,” in which I argued for ways to present feminist content so that students could make their own conclusions about the necessity of feminist studies and commitment. At the time, I suggested that we offer ourselves as feminist models with whom students could identify— or simply resist, an attitude I believed we could work through, like some therapeutic model of psychoanalysis. I assumed then that if we created the right feminist condi - tions in the classroom— offering a persuasive feminist rhetoric about social change, and most importantly creating a classroom where students could ask and answer their own questions about why feminism was necessary — we could encourage and develop feminist students. Feminist pedagogy, for that younger me, was to consist of a series of encounters with unenlightened students, in Richard Miller’s sardonic terms, “ready to do the right thing if only told forcefully enough” — as he casts these pedagogical misfirings (1998: 199). Miller describes these failures to enact social change

Journal

Pedagogy – Duke University Press

Published: Apr 1, 2007

References