Doing Feminist Difference Differently: Intersectional Pedagogical Practices in the Context of the Neoliberal Diversity Regime

Autor/inn/en	Smele, Sandra; Siew-Sarju, Rehanna; Chou, Elena; Breton, Patricia; Bernhardt, Nicole
Titel	Doing Feminist Difference Differently: Intersectional Pedagogical Practices in the Context of the Neoliberal Diversity Regime
Quelle	In: Teaching in Higher Education, 22 (2017) 6, S.690-704 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1273214
Schlagwörter	Teaching Methods; Neoliberalism; Social Justice; Intervention; Racial Bias; Higher Education; Graduate Students; Power Structure; Foreign Countries; Feminism; Story Telling; Critical Theory; Disabilities; Introductory Courses; Student Attitudes; Social Differences; Ethnicity; Gender Differences; Racial Differences; Political Influences; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Neo-liberalism; Neoliberalismus; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Feminismus; Kritische Theorie; Handicap; Behinderung; Einführungskurs; Schülerverhalten; Sozialer Unterschied; Ethnizität; Geschlechterkonflikt; Rassenunterschied; Political influence; Politischer Einfluss; Kanada
Abstract	At present there is a small, albeit growing, body of literature on pedagogical strategies and reflections which addresses the ways educators attempt to challenge the effects of neoliberalism on higher education. In this article, we reflect upon our pedagogical practices in higher education in this moment of neoliberal transformation wherein, as Sirma Bilge notes, intersectionality is being "undone" in academic feminism. As graduate students teaching in Toronto, Canada, we describe how our commitment to social justice pedagogy works against this "undoing" of intersectionality by embracing vulnerability, discomfort and the possibility of conflict in classrooms that do not simply accommodate, celebrate or include difference. Given that neoliberal renderings of diversity obscure and reinforce unequal relations of power, we demonstrate how we attend to these power relations, particularly racism which is salient to our teaching context, by employing intersectionality as a pedagogical practice and a political intervention to advance social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01