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Intersectionality and Identity: Critical Considerations in Teaching Introduction to Women's and Gender Studies

Intersectionality and Identity: Critical Considerations in Teaching Introduction to Women's... Intersectionality and Identity Critical Considerations in Teaching Introduction to Women’s and Gender Studies Sri Craven Th is article off ers and discusses a prototype syllabus for teaching the course Introduction to Women’s and Gender Studies (henceforth abbreviated as Introduction) that simultaneously mobilizes and operationalizes intersectionality’s critical power as tool and method, which explicates individual and collective experiences in societies and cultures. Th e article exemplifi es a practical approach to getting past the impasse created by intersectionality’s deployment in the Introduction classroom, positioned as it is either as an identity- based critical lens, which poses the familiar problem of essentialism, or as diff erent from deconstructive critical approaches that then produce confusion regarding its critical value. Starting with a review of intersectionality’s relationship to identity in theory and in pedagogy, I move on to make a case for why Introduction is a unique space for feminist/queer interventions and then off er a model syllabus grounded in decolonial history, which helps frame the critical and methodological rigor of intersectionality appropriately. Th e syllabus also leads directly to another goal in the article— and, dare I say, of Introduction— namely, the importance of integrative learning in introductory courses. Integrative learning is http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Frontiers: A Journal of Women Studies University of Nebraska Press

Intersectionality and Identity: Critical Considerations in Teaching Introduction to Women's and Gender Studies

Frontiers: A Journal of Women Studies , Volume 40 (1) – Mar 19, 2019

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Publisher
University of Nebraska Press
Copyright
Copyright © Frontiers Editorial Collective.
ISSN
1536-0334

Abstract

Intersectionality and Identity Critical Considerations in Teaching Introduction to Women’s and Gender Studies Sri Craven Th is article off ers and discusses a prototype syllabus for teaching the course Introduction to Women’s and Gender Studies (henceforth abbreviated as Introduction) that simultaneously mobilizes and operationalizes intersectionality’s critical power as tool and method, which explicates individual and collective experiences in societies and cultures. Th e article exemplifi es a practical approach to getting past the impasse created by intersectionality’s deployment in the Introduction classroom, positioned as it is either as an identity- based critical lens, which poses the familiar problem of essentialism, or as diff erent from deconstructive critical approaches that then produce confusion regarding its critical value. Starting with a review of intersectionality’s relationship to identity in theory and in pedagogy, I move on to make a case for why Introduction is a unique space for feminist/queer interventions and then off er a model syllabus grounded in decolonial history, which helps frame the critical and methodological rigor of intersectionality appropriately. Th e syllabus also leads directly to another goal in the article— and, dare I say, of Introduction— namely, the importance of integrative learning in introductory courses. Integrative learning is

Journal

Frontiers: A Journal of Women StudiesUniversity of Nebraska Press

Published: Mar 19, 2019

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