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Palgrave Macmillan
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Twenty-First-Century Feminist Classrooms

Pedagogies of Identity and Difference

  • Book
  • © 2002

Overview

Editors:
  1. Amie A. Macdonald
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    You can also search for this editor in PubMed   Google Scholar

  2. Susan Sánchez-Casal
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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Comparative Feminist Studies (CFS)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-viii
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  2. Introduction

    1. Introduction

      • Susan Sánchez-Casal, Amie A. Macdonald
      Pages 1-28

  3. Cultural Identity and Student Resistance

    1. Front Matter

      Pages 29-29
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    2. Toward a Pedagogy of Coalition

      • Betty Sasaki
      Pages 31-57

    3. Unleashing the Demons of History

      • Susan Sánchez-Casal
      Pages 59-85

    4. Student Resistance and Nationalism in the Classroom

      • Michiko Hase
      Pages 87-107

  4. The Epistemology of Experience

    1. Front Matter

      Pages 109-109
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    2. Feminist Pedagogy and the Appeal to Epistemic Privilege

      • Amie A. Macdonald
      Pages 111-133

    3. Negotiating Subject Positions in a Service-Learning Context

      • Tamara Williams, Erin McKenna
      Pages 135-154

    4. Antiracist Pedagogy and Concientización

      • Maria Eva Valle
      Pages 155-173

    5. Queer Theory and Feminist Pedagogy

      • Nancy Sorkin Rabinowitz
      Pages 175-200

  5. Contextualizing Difference

    1. Front Matter

      Pages 201-201
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    2. “white girls” and “Strong Black Women”

      • Allison Dorsey
      Pages 203-231

    3. Teaching (About) Genocide

      • Bat-Ami Bar On
      Pages 233-249

    4. Decentering the White and Male Standpoints in Race and Ethnicity Courses

      • Margaret Hunter
      Pages 251-279

    5. Representation, Entitlement, and Voyeurism

      • Melanie Kaye/Kantrowitz
      Pages 281-298

  6. Back Matter

    Pages 299-312
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About this book

This book is centrally concerned with crucial theoretical and practical aspects of teaching in the national and global borderlands of gender, race, and sexuality studies. The cross-cultural feminist focus of this anthology allows the contributors to consider the various ways in which global and national frameworks intersect in the classroom and in students' thinking, and also the ways in which power and authority are developed, directed, and deployed in the feminist classroom. This volume provides a critical elaboration of provocative, self-reflexive questions for feminist cultural and intellectual practice for the 21st century. In doing so, the volume provides a site for engaged feminist self-criticism for the specific purpose of reinvigorating a critical pedagogical practice grounded in multicultural feminist identities.

Reviews

'...the authors articulate new methods for understanding and centralizing the function of experience and identity in the classroom...' - L.R. Baxter, Choice

'This collection of essays sets forth a bold and important challenge.' - Feminist Academic Press Column

About the authors

SUSAN SÁNCHEZ-CASAL is Associate Professor of Latino and Women's Studies at Hamilton College in Clinton, New York, where she teaches U.S. Latino and Women's Studies. She is the author of essays on women's testimonial literatures, U.S. Latino/a literatures, feminist theory and antiracist pedagogy.

AMIE A. MACDONALD is Assistant Professor of Philosophy at John Jay
College, City University of New York, where she teaches courses in political
philosophy, multicultural feminism, and the philosophy of law. She has
published essays on the impact of nationalism, feminism, and racial identity
in higher education.

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