Unlearning Introductions: Problematizing Pedagogies of Inclusion, Diversity, and Experience in the Gender and Women’s Studies Introductory Course
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.
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.
Allen, Amy. 1998. “Rethinking Power.” Hypatia 13 (1): 21-40.
Arvin, Maile, Eve Tuck, and Angie Morrill. 2013. “Decolonizing Feminism: Challenging Connections between Settler Colonialism and Heteropatriarchy.” Feminist Formations 25 (1): 8-34.
Batliwala, Srilatha. 2007. “Taking the Power out of Empowerment: An Experiential Account.” Development in Practice 17 (4/5): 557-565.
Beauchamp, Toby, and Benjamin D’Harlingue. 2012. “Beyond Additions and Exceptions: The Category of Transgender and New Pedagogical Approaches for Women’s Studies.” Feminist Formations 24 (2): 25-51.
Faludi, Susan. 2013. “Facebook Feminism, Like It or Not.” The Baffler 23: 34-51.
Goeman, Mishuana, and Jennifer Nez Denetale. 2009. “Guest Editors’ Introduction: Native Feminisms: Legacies, Interventions, and Indigenous Sovereignties.” Wicazo Sa Review 24 (2): 9-13.
Grande, Sandy. 2003. “Whitestream Feminism and the Colonialist Project: A Review of Contemporary Feminist Pedagogy and Praxis.” Educational Theory 53 (3): 329-346.
Hemmings, Claire. 2011. Why Stories Matter: The Political Grammar of Feminist Theory. Durham, NC: Duke University Press.
Kabeer, Naila. 1999. “Resources, Agency, Achievement: Reflections on the Measurement of Women’s Empowerment.” Development and Change 30 (3): 435-64.
Kelly, Suzanne, Gowri Parameswaran, and Nancy Schniedewind, eds. 2011. Women: Images and Realities: A Multicultural Anthology. New York, NY: McGraw-Hill.
Mihesuah, Devon A. 2003. Indigenous American Women: Decolonization, Empowerment, Activism. Lincoln, NE: University of Nebraska Press.
Orr, Catherine M., Ann Braithwaite, and Diane Lichtenstein, eds. 2012. Rethinking Women’s and Gender Studies. New York, NY: Routledge.
Smith, Andrea and J. Kehaulani Kauanui. 2008. “Native Feminisms Engage American Studies.” American Quarterly 60 (2): 241-249.
Valenti, Jessica. 2014. “The Empowerment Elite Claims Feminism.” The Nation, Feb. 12. Accessed April 9, 2014.http://www.thenation.com/article/178363/empowerment-elite-claims-feminism.
Wiegman, Robyn. 2012. Object Lessons. Durham, NC: Duke University Press.
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication, with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are aware that articles published in Atlantis are indexed and made available through various scholarly and professional search tools, including but not limited to Erudit.
3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
4. Authors are permitted and encouraged to preprint their work, that is, post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process. This can lead to productive exchanges, as well as earlier and greater citation of published work. Read more on preprints here.