Abstract
This chapter focuses on principles for crafting the course and makes the case for starting that process by intentionally and explicitly considering a range of possible learning outcomes.
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Notes
- 1.
See Cynthia Enloe, The Curious Feminist: Searching for Women in a New Age of Empire (2004).
- 2.
See Carreiro and Kapitulik’s “Budgets, Board Games, and Make Believe: The Challenge of Teaching Social Class Inequality with Non-Traditional Students” for a thorough discussion of this type of classroom exercise and its limitations in the field of Sociology. They argue that simulation exercises “run the risk of being ineffective, alienating, and potentially ethically suspect” (232).
- 3.
See, for example, chapters by Duncomble, Bowleg, and Brokes and Twine in Teaching Introduction to Women’s Studies and chapters by Sanchez-Casal, Hase, and Dorsey in Twenty-First-Century Feminist Classrooms: Pedagogies of Identity and Difference (2002).
- 4.
See Dawn Rae Davis, “Unmirroring Pedagogies” (2010) for a stark example of how this played out when she, a white U.S. woman, served as a graduate teaching assistant for professors who were South Asian and Chicana, and Debjani Chakravarty’s article in Teaching and Learning Inquiry on pedagogical approaches to global diversity courses.
- 5.
More specifically, Sanchez-Casal acknowledges that she sometimes “resorts to soapbox pedagogy” out of “a sense of self-defense. Out of a desire to survive, to preserve integrity, and to remain whole” (p. 75).
- 6.
Throughout this book, student writing is presented as written.
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Hassel, H., Launius, C., Rensing, S. (2021). Principles for Crafting Your Course and Classroom Environment. In: A Guide to Teaching Introductory Women’s and Gender Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-71785-8_2
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