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Fostering Feminist Civic Engagement through Borderlands Theories

Fostering Feminist Civic Engagement through Borderlands Theories BRENDA A . RISCH "In my previous jobs I was just the hands that did the work; this is the first job where anyone ever valued what I thought. It's been really hard to adjust to doing `thinking work' rather than physical work." --Veronica, a women's studies intern When thinking about the opportunities that feminist courses offer students for personal transformation and reflection on their own lives, Veronica's comment sums up one possible outcome. A women's studies internship with a local women's foundation focused on women's education and empowerment constituted a pivotal educational experience for Veronica. She gained skills that enabled her to secure positions with feminist political organizations in Washington, D.C. A feminist civic engagement success story, Veronica learned to see how sexism intersected with other forms of oppression locally and globally and to focus on continual learning to facilitate social change (Orr 11). She also is a Latina from a lower-income neighborhood whose early work experiences focused on service jobs where others positioned her as "only hands," and her intelligence was not valued in her workplace.1 Veronica's story highlights class-biased assumptions often found in the civic engagement literature, which suggest that college students have little or http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Feminist Teacher University of Illinois Press

Fostering Feminist Civic Engagement through Borderlands Theories

Feminist Teacher , Volume 22 (3) – Aug 21, 2012

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Publisher
University of Illinois Press
Copyright
Copyright © the Board of Trustees of the University of Illinois.
ISSN
1934-6034
Publisher site
See Article on Publisher Site

Abstract

BRENDA A . RISCH "In my previous jobs I was just the hands that did the work; this is the first job where anyone ever valued what I thought. It's been really hard to adjust to doing `thinking work' rather than physical work." --Veronica, a women's studies intern When thinking about the opportunities that feminist courses offer students for personal transformation and reflection on their own lives, Veronica's comment sums up one possible outcome. A women's studies internship with a local women's foundation focused on women's education and empowerment constituted a pivotal educational experience for Veronica. She gained skills that enabled her to secure positions with feminist political organizations in Washington, D.C. A feminist civic engagement success story, Veronica learned to see how sexism intersected with other forms of oppression locally and globally and to focus on continual learning to facilitate social change (Orr 11). She also is a Latina from a lower-income neighborhood whose early work experiences focused on service jobs where others positioned her as "only hands," and her intelligence was not valued in her workplace.1 Veronica's story highlights class-biased assumptions often found in the civic engagement literature, which suggest that college students have little or

Journal

Feminist TeacherUniversity of Illinois Press

Published: Aug 21, 2012

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