Becoming Radically Undone: Discourses of Identity and Diversity in the Introductory Gender and Women’s Studies Classroom
Keywords:diversity, identity, pedagogy, Women's Studies
I suggest here that introductory Gender and Women’s Studies courses must teach students the narratives that feminism tells about itself and of related activist movements and that we also must engage students in critiquing these very narratives. Drawing from Robyn Wiegman’s (2012) Object Lessons and Sara Ahmed’s (2012a) On Being Included: Racism and Diversity in Institutional Life, I argue that feminist teachers must critically interrogate our utilization of discourses of identity and diversity in the feminist classroom.
Je suggère ici que les cours d’introduction aux Études sur le genre et les femmes doivent enseigner aux étudiantes les discours que le féminisme fait sur lui-même et les mouvements activistes associés et que nous devons également inciter les étudiantes à critiquer ces discours. En m’appuyant sur les articles Object Lessons (2012) de Robyn Wiegman et On Being Included: Racism and Diversity in Institutional Life (2012)de Sara Ahmed, j’affirme que les enseignantes féministes doivent s’interroger d’un œil critique sur leur utilisation des discours de l’identité et de la diversité dans la salle de classe féministe.
Ahmed, Sara. 2012a. On Being Included: Racism and Diversity in Institutional Life. Durham, NC: Duke University Press.
_____. 2012b. Review of Object Lessons. Feminist Theory 13 (3): 345-348.
Ferguson, Roderick. 2012. The Reorder of Things: The University and its Pedagogies of Minority Difference. Minneapolis, MN: University of Minnesota Press.
Hemmings, Clare. 2011. Why Stories Matter: The Political Grammar of Feminist Theory. Durham, NC: Duke University Press.
Thomsen, Carly. 2015. “The Post-Raciality and Post-Spatiality of Calls for LGBTQ and Disability Visibility.” Hypatia: A Journal of Feminist Philosophy 30 (1): 149-166.
Thomsen, Carly. Forthcoming. “In Plain(s) Sight: Rural LGBTQ Women and the Politics of Visibility.” In Queering the Countryside: New Directions in Rural Queer Studies, edited by Mary Gray, Colin Johnson, and Brian Gilley. New York, NY: New York University Press.
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.