Living at the Margins: Black Feminist Pedagogy as Transformative Praxis During the 1980s-1990s and Epistemic Exclusion in the 21st Century—Where Do We Go Now?

In this essay I argue that Black women who teach Black feminist pedagogy experience “epistemic exclusion” (Buchanan, 2020) while advocating for the intersections between three disparate contexts: their activism in their communities, the women’s movement, and their work as educators in postsecondary settings. The period examined is the 1980s–1990s. I consider the institutional challenges and limitations Black women have undergone as knowledge producers and teachers. While pushing the boundaries erected between university settings and the Black liberation movement taking place in their communities (Joseph, 2003), they were limited to a precarious status as Black women teaching within White-male dominated institutions. The trailblazing theoretical pedagogical insights Black feminists have advanced in their work as educators in postsecondary settings is discussed at length. Additionally, connections are made to the present-day struggle among Black feminists for inclusion within contemporary educational contexts (Evans-Winters & Piest, 2014; Mogadime, 2002, 2003; Wane, 2009, 2011).

Towards A Pedagogy of Transnational Feminism When Teaching and Activism Go Online

This article explores the possibilities and limitations of online teaching, based on our experience transforming a study abroad program to Argentina into an online class, amidst the COVID-19 pandemic and uprisings for racial justice. In a moment when radical educators and activists are moving online, the article considers the spatial politics involved in teaching about protest and resistance online, and in establishing transnational solidarities between U.S. and Latin American scholars, artists, activists, and students. We introduce the theory and practice of a trasnational feminist pedagogy that incorporates embodied knowledge, fosters transnational collaborations, and promotes liberatory learning practices. Drawing on autoethnography, participant observation, visual and media analysis, student interaction with course materials, and interviews with transnational feminist scholars, we investigate how educators and students adapt their teaching and learning practices to an online environment. Transnational feminist pedagogy is a flexible method that allows for transformative teaching, is attentive to power dynamics in and out of the classroom, and maintains commitments to antiracist, feminist and socialist pedagogy.

All Power To All the People: WGS and Feminist Pedagogy in the Era of the Alt-Right

Academic Feminists have long used anti-oppression composition writing as a emancipatory pedagogical tool, but the impact of neoliberalism on higher education and the institutionalization of WGS have impacted how faculty teach these courses. As well the successful implementation of a gender course requirement has changed the demographics of these classes. This essay looks at the pedagogical parallels between teaching the gender studies course and the English composition course. An additional focus is how institutional shifts in WGS and its curriculum impact pre-tenure faculty's ability to offer emancipatory writing and teaching.

Bringing Back the ‘Classroom’: Feminist Pedagogy in a Sociology Classroom

The article interlinks sociology and classrooms through the lens of teaching gender studies. It argues that to address the challenges of teaching gender studies to students of sociology at a university department, of a state university, it has to be placed within the complex terrain of classrooms. It states that while there is a discussion on the challenges of framing feminist pedagogy and teaching gender studies in India, there is inadequate engagement with the issue of; one, the changing nature of the classroom and its relevance and impact in the structuring of the disciplinary theories, methodologies and pedagogy and two, the challenges of operationalising feminist pedagogy within classrooms.

Spinning Futures: Interrogating Feminist Pedagogy and Methodology With Speculative Fiction

In this article, we interrogate our experiences as four women academics with two short stories written in conversation with one another: The Ones Who Walk Away From Omelas by Ursula K. Le Guin, and “The Ones Who Stay and Fight,” written by N. K. Jemisin. Both Le Guin and Jemisin’s stories evoke questions about ethics and responsibility in the face of oppression. More specifically, both stories offer complicated and nuanced considerations for how we respond methodologically and pedagogically to systemic oppressions and violence as feminist subjects.