Team Teaching “Gender Perspectives”: A Reflection on Feminist Pedagogy in the Interdisciplinary Classroom

Team Teaching “Gender Perspectives”: A Reflection on Feminist Pedagogy in the... k ristinE D E WElDE, nicola FootE, michEll E hayForD, anD martha r osEnthal This paper explores the potential of collaborative interdisciplinary teaching as a mechanism for advancing feminist pedagogies. The authors, individually and collectively, engage in feminist academic work (e.g., scholarship and teaching) that challenges traditional academic expectations in our disciplines and at our institution. We do this in spite of our understanding that power relations within the academy and in traditional academic disciplines tend to marginalize methodologies that promote emancipatory and progressive ideas (see Katuna). Furthermore, we embrace academic feminism, particularly in the classroom, as having interdisciplinary potential in its ability to draw from multiple fields of thought simultaneously to help students develop critical approaches that ultimately contribute to equity and equality, within and beyond the academy. Interdisciplinarity is central to the transformative goals of women's/gender studies, given the multi-faceted and deeply layered nature of gender construction. Feminist scholars have expressed the hope that challenging disciplinary boundaries will allow fuller methodologies to come to fruition and disrupt authoritative power structures within the academy. However, the extent to which the interdisciplinary promise of women's/gender studies has been fulfilled in practice has been called into question. In an http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Feminist Teacher University of Illinois Press

Team Teaching “Gender Perspectives”: A Reflection on Feminist Pedagogy in the Interdisciplinary Classroom

Feminist Teacher, Volume 23 (2) – Nov 14, 2013

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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
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Abstract

k ristinE D E WElDE, nicola FootE, michEll E hayForD, anD martha r osEnthal This paper explores the potential of collaborative interdisciplinary teaching as a mechanism for advancing feminist pedagogies. The authors, individually and collectively, engage in feminist academic work (e.g., scholarship and teaching) that challenges traditional academic expectations in our disciplines and at our institution. We do this in spite of our understanding that power relations within the academy and in traditional academic disciplines tend to marginalize methodologies that promote emancipatory and progressive ideas (see Katuna). Furthermore, we embrace academic feminism, particularly in the classroom, as having interdisciplinary potential in its ability to draw from multiple fields of thought simultaneously to help students develop critical approaches that ultimately contribute to equity and equality, within and beyond the academy. Interdisciplinarity is central to the transformative goals of women's/gender studies, given the multi-faceted and deeply layered nature of gender construction. Feminist scholars have expressed the hope that challenging disciplinary boundaries will allow fuller methodologies to come to fruition and disrupt authoritative power structures within the academy. However, the extent to which the interdisciplinary promise of women's/gender studies has been fulfilled in practice has been called into question. In an

Journal

Feminist TeacherUniversity of Illinois Press

Published: Nov 14, 2013

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