Abstract
This chapter provides background on the book’s origins, the authors, and the scholarly conversations that inform the approach. We provide an overview of the typical needs in an introductory course in socially engaged disciplines, as well as characteristics of today’s students.
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Notes
- 1.
For example, the 2017 NWSA conference included a one day teach-in for K-12 teachers and librarians, organized by Ileana Jimenez, Stephanie Troutman, and Karsonya Wise Whitehead. Jimenez also created the hashtags #HSfeminism and #K12feminism and has maintained a blog, Feminist Teacher, since 2009. See Kessler (2018), Merlin (2017), Hill (2013), and Kim and Ringrose (2018).
- 2.
A concept developed more fully in Transformation Now!: Toward a Post-Oppositional Politics of Change (Keating 2013).
- 3.
See, for example, Winkler’s “Racism as a Threshold Concept: Examining Learning in a ‘Diversity Requirement’ Course” (2017); Adsit’s Toward an Inclusive Creative Writing: Threshold Concepts to Guide the Literary Writing Curriculum (2017); Adler-Kassner and Wardle’s Naming What We Know: Threshold Concepts of Writing Studies (2015); and Townsend and Hanick’s Transforming Information Literacy Instruction: Threshold Concepts in Theory and Practice (2016).
- 4.
- 5.
The project, “Threshold Concepts in Women’s and Gender Studies: A Study of Student Learning,” received IRB approval from the University of Wisconsin Oshkosh (Protocol number: 973038).
- 6.
See Hassel and Launius (2017).
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Hassel, H., Launius, C., Rensing, S. (2021). Introduction. In: A Guide to Teaching Introductory Women’s and Gender Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-71785-8_1
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DOI: https://doi.org/10.1007/978-3-030-71785-8_1
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