Teaching the "Isms": Feminist Pedagogy Across the Disciplines
The essays in this collection identify challenges one faces when teaching about and against the “isms,” then present assignments and exercises designed to meet such challenges. The six contributors share the belief that feminist teachers should be as attentive to the politics of race, ethnicity, sexuality, religion, social class, nation, and disability as they are to the politics of gender. Thus while some essays focus primarily on pedagogical strategies for addressing race and ethnicity and others on effective ways to teach about issues of class, religion, sexuality, or gender, informing all the essays is the conviction that systems of power and privilege are intertwined and thus cannot be analyzed and resisted effectively in isolation. The contributors teach courses in a wide variety of disciplines (Africana Studies, Anthropology, Economics, English, Health Education, Math, Women’s and Gender Studies, and Writing) and in diverse academic contexts, from service-learning seminars for first-year students to courses on “Gender and Science” and training programs for peer tutors in a Writing Across the Curriculum Program.