SO353-15 Feminist Pedagogy/Feminist Activism
Introductory description
N/A
Module aims
This module aims to explore what constitutes ‘feminist pedagogy’ and how this radical approach to education and knowledge production might foster and support different kinds of feminist activisms for social change. This module does not seek to advance a unified theory of feminism but rather, to highlight how race, class, gender, sexuality, disability and legal status intersect to produce particular knowledges and repertories of action for different feminist actors.
Outline syllabus
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
Session 1 Whose feminism and why feminist pedagogy?
Session 2 Who gets to be a feminist activist? What counts as feminist activism?
Session 3 Doing feminist pedagogy: Consciousness-raising sessions
Session 4 Doing feminist pedagogy: Non-hierarchal collectives and group-centred leadership
Session 5 Activist Case Study
Session 6 Reading week
Session 7 Activist Case Study
Session 8 Activist Case Study
Session 9 International Women’s Day event
Session 10 Student Review and Summative feedback session
Learning outcomes
By the end of the module, students should be able to:
- Identify and apply key tenets of feminist pedagogy
- Compare and contrast competing approaches to feminist pedagogy
- Analyse the feminist pedagogical strategies of different feminist activisms at the local, national and international levels and across different cultural and historical contexts
Indicative reading list
Ahmed, S. (2009) ‘Embodying Diversity: Problems and Paradoxes for Black Feminists.’ Race,
Ethnicity and Education 12(1): 41-52.
Ahmed, S. (2014). ‘Selfcare as Warfare’ feministkilljoys blog
https://feministkilljoys.com/2014/08/25/selfcare-as-warfare/
Amos, V. and Parmar, P. (1984) ‘Challenging Imperial Feminism’, Feminist Review, Autumn 17: 3-
19.
Annesley, C. (2012). ‘Campaigning against the Cuts: Gender Equality Movements in Tough
Times.’ The Political Quarterly 83(1): 19-23.
Banks, I. (1998) ‘Resistance in Two Acts: Practical and Ideological Implications.’ Feminist
Teacher 12(1): 29-39.
Bassel, L. (2017) Why Listen? London: Palgrave.
Combahee River Collective (1977) ‘Combahee River Collective Statement: Black Feminist Organizing in the Seventies and Eighties’ in Moraga, C. and Anzaldua, G. (eds) (1984) This Bridge Called My Back: Writings by Radical Women of Color. New York: Kitchen Table. Chun, J. J. et al (2013) ‘Intersectionality as a Social Movement Strategy: Asian Immigrant Women Advocates. Signs, 38(4): 917-940. Crossley, A.D. (2015) ‘Facebook Feminism: Social Media, Blogs and New Technologies of Contemporary US Feminism’, Mobilization, 20(2): 253-268. Davis, A. Y. (1981) Women, Race and Class. New York: Random House. Delphy, C. (2015) Separate and Dominate: Feminism and Racism After the War on Terror. London: Verso Books. Emejulu, A. (2011) 'Can "the People" Be Feminists? Analysing the Fate of Feminist Justice Claims in Populist Grassroots Movements in the United States', Interface: Special Issue on Feminism, Women's Movements and Women in Movements, 3(2): 123-151. Falola, B. and Ohueri, C.W (2017) ‘Resist, Persist, Desist: Building Solidarity from Grandma Ella through Baby Angela to the Women’s March’, Gender, Place & Culture, 24(5): 1-19. Hill Collins, P. and S. Bilge (2016) Intersectionality. Cambridge: Polity Press. Hill Collins, P. (2000) Black Feminist Thought: Knowledge, Consciousness and the Politics of Empowerment. Boston: Unwin Hyman. Hobson, B. (ed) (2003) Recognition Struggles and Social Movements: Contested Identities, Agency and Power. Cambridge: Cambridge University Press. hooks, b. (1989) Talking Back: Thinking Feminist, Thinking Black. Boston: South End Press. Hull, G. T., Patricia B. S., and Smith, B. (eds) (1982) All the Women Are White, All the Blacks Are Men, But Some of Us Are Brave: Black Women's Studies. Old Westbury: The Feminist Press. Kishimoto, K. and Mwangi, M. (2009) ‘Critiquing the Rhetoric of “Safety” in Feminist Pedagogy: Women of Color Offering an Account of Ourselves’, Feminist Teacher, 19(2): 87-102. Lewis, M. M. (2011) ‘Body of Knowledge: Black Queer Feminist Pedagogy, Praxis, and Embodied Text’, Journal of Lesbian Studies, 15(1): 49-57. Lorde, A. (2017) Your Silence Will Not Protect You. London: Silver Press. Lugones, M. (2010) ‘Toward a Decolonial Feminism’. Hypatia, 25(4): 742-759. Moraga, C. and Anzaldua, G. (eds) (1984) This Bridge Called My Back: Writings by Radical Women of Color. New York: Kitchen Table. Mirza, H.S. (1997) Black British Feminism: A Reader. London: Routledge.
Payne, C. (1989) ‘Ella Baker and Models of Social Change’, Signs, 14(4): 885-898. Ransby, B. (2003) Ella Baker and The Black Freedom Movement: A Radical Democratic Vision. Chapel Hill: University of North Carolina Press. Sudbury, J. (1998) Other Kinds of Dreams: Black Women’s Organisations and the Politics of Transformation. Routledge: London. Tormos, F. (2017) ‘Intersectional Solidarity’, Politics, Groups, and Identities, 5(4): 707-720. Yuval-Davis, N. (2012) The Politics of Belonging: Intersectional Contestations. London: Sage
Subject specific skills
Communication
Team work
Critical thinking
Problem solving
Time management
Transferable skills
Communication
Team work
Critical thinking
Problem solving
Time management
Study time
Type | Required |
---|---|
Lectures | 8 sessions of 1 hour (6%) |
Seminars | 8 sessions of 1 hour (6%) |
Tutorials | (0%) |
Project supervision | (0%) |
Practical classes | 1 session of 2 hours (1%) |
Supervised practical classes | (0%) |
Private study | 124 hours (87%) |
Total | 142 hours |
Private study description
reading, preparing for seminars, participation in group activities
Costs
No further costs have been identified for this module.
You must pass all assessment components to pass the module.
Students can register for this module without taking any assessment.
Assessment group A1
Weighting | Study time | |
---|---|---|
Oral History Project | 75% | 5 hours |
A 3,000-word essay. Students will be required to interview 2-3 feminist activists and |
||
Co-organise an International Women's Day | 25% | 3 hours |
Co-design and co-organise a two-hour International Women's Day event. Working closely with the module leader, students will collectively co-organise an event of their |
Feedback on assessment
Formative feedback in the selection of interview participants for essays \r\nSummative feedback on student essays \r\nFormative feedback over 10 weeks in the planning of the International Women¿s Day event \r\nCollective summative peer review/feedback on the International Women¿s Day event
Courses
This module is Core optional for:
- Year 3 of ULAA-ML33 Undergraduate Law and Sociology
This module is Optional for:
-
USOA-L301 BA in Sociology
- Year 3 of L301 Sociology
- Year 3 of L301 Sociology
- Year 3 of L301 Sociology
- Year 4 of USOA-L306 BA in Sociology (with Intercalated Year)
- Year 3 of UHIA-VL15 Undergraduate History and Sociology (with a term in Venice)
- Year 3 of USOA-L314 Undergraduate Sociology and Criminology
This module is Unusual option for:
-
UPHA-V7ML Undergraduate Philosophy, Politics and Economics
- Year 3 of V7ML Philosophy, Politics and Economics (Tripartite)
- Year 3 of V7ML Philosophy, Politics and Economics (Tripartite)
- Year 3 of V7ML Philosophy, Politics and Economics (Tripartite)
This module is Option list A for:
-
ULAA-ML34 BA in Law and Sociology (Qualifying Degree)
- Year 3 of ML34 Law and Sociology (Qualifying Degree)
- Year 4 of ML34 Law and Sociology (Qualifying Degree)
- Year 4 of UHIA-VL16 Undergraduate History and Sociology (with Year Abroad and a term in Venice)
- Year 4 of ULAA-ML33 Undergraduate Law and Sociology
This module is Option list B for:
- Year 4 of UPOA-ML14 Undergraduate Politics and Sociology (with Intercalated year)
This module is Option list C for:
- Year 3 of UHIA-VL13 Undergraduate History and Sociology
- Year 4 of UHIA-VL14 Undergraduate History and Sociology (with Year Abroad)
This module is Option list D for:
- Year 3 of UHIA-VL13 Undergraduate History and Sociology
- Year 4 of UHIA-VL16 Undergraduate History and Sociology (with Year Abroad and a term in Venice)
- Year 4 of UHIA-VL14 Undergraduate History and Sociology (with Year Abroad)
- Year 3 of UHIA-VL15 Undergraduate History and Sociology (with a term in Venice)