@dorothyk98: This then becomes a question of differing kinds of feminism: perspectives of feminists and women of color are invaluable elements of praxis across multiple spaces #gms2018
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@lauravarnam: Ask students upfront: who do they think the critics are? Who do they think YOU [the instructor] are? What do they think you do when you approach your own research? Cognitive apprenticeship, equipping them to do the kind of work we do, starts with them#gms20181 reply 3 retweets 5 likesShow this thread -
@aspencerhall: Balancing sense that feminist activism in the academy is at least a partial failure vs. wanting to encourage those who know accessibility is less than ideal?#gms20182 replies 3 retweets 2 likesShow this thread -
Replying to @romaiophron
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@dorothyk98 made excellent point here - my conception of feminist practice I was thinking about as the ground of my comment is decidedly *white* feminism. Intersectional feminist ethos, praxis, activism has & does cover more ground with more access & urgency#gms20182 replies 1 retweet 4 likes -
Yes, but I do think it's important to respect students like my black and queer students, who still feel alienated. What to us may seem 'inclusive' may seem bewilderingly 'academic' and inaccessible. We need to give them tools to figure things out.
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The system is never going to treat them equitably even if they know the rules the best. This is literally what the definition of respectability politics is. Sure students need to know the system but not to comply and become the perfect marginal subject.
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I am saying that I respect my students who feel equally marginalised by all of us 'grown up' academics. A student of mine who is wondering if she's a lesbian may need to know that that's a question I thought about too, and it's part of my academic work.
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Replying to @LucyAllenFWR @dorothyk98 and
Such a student needs to see me be uncertain and anxious - a 'work in progress'. She needs to realise *on a personal level* that my work is shaped by my own emerging sense of identity - and so can hers be.
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Feminist pedagogy and praxis is actually something discussed and written about.
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Of course. But they are also things we must allow our students to *do*, and be.
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And again, I really do not understand what this has to do with discussions of decolonizing the curriculum or pedagogy. Chicanx feminism, the Combahee River collective, a whole host of other resources discuss autoethnography in pedagogy etc.
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