Unlearning Introductions: Problematizing Pedagogies of Inclusion, Diversity, and Experience in the Gender and Women’s Studies Introductory Course

Meg Devlin O'Sullivan, Karl Bryant, Heather Hewett

Abstract


This article interrogates the ways in which the ideas of diversity, experience, and inclusion became central to the introductory Gender and Women’s Studies (GWS) course at one institution and the way that various stakeholders define and interpret these terms. After providing a short local history and analyzing current and former instructors’ understandings of these concepts as they function in the GWS introductory classroom, the authors further explore these themes with two case studies: transgender inclusion and Native American feminisms.

Résumé
Cet article s’interroge sur la manière dont les idées sur la diversité, l’expérience, et l’inclusion sont devenues centrales au cours d’introduction Études sur le genre et les femmes (EGF) dans un établissement d’enseignement et sur la manière dont les divers intervenants définissent et interprètent ces termes. Après avoir fourni un bref historique local et analysé la compréhension de ces concepts par les professeurs actuels et anciens lorsqu’ils exercent dans le cours d’introduction EGF, les auteurs explorent ces thèmes plus avant dans le cadre de deux études de cas : l’inclusion transgenre et les féminismes autochtones.


Keywords


diversity; experience; inclusion; pedagogy

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References


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Articles published in Atlantis: Critical Studies in Gender, Culture & Social Justice/Études critiques sur le genre, la culture, et la justice are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

ISSN: 1715-0698

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