Feminist programming, no matter the venue, provides opportunities for young girls and women, as well as men, to acquire leadership skills and the confidence to create sustainable social change. Offering a wide-ranging overview of different types of feminist engagement, the chapters in this volume challenge readers to critically examine accepted cultural norms both in and out of schools, and speak out about oppression and privilege. To understand the various pathways to feminism and feminist identity development, this collection brings together scholars from education, women’s studies, sociology, and community development to examine ways in which to integrate feminism and women’s studies into education through pedagogy, practice, and activism.

In Complaint! Sara Ahmed examines what we can learn about power from those who complain about abuses of power. Drawing on oral and written testimonies from academics and students who have made complaints about harassment, bullying, and unequal working conditions at universities, Ahmed explores the gap between what is supposed to happen when complaints are made and what actually happens. To make complaints within institutions is to learn how they work and for whom they work: complaint as feminist pedagogy. Ahmed explores how complaints are made behind closed doors and how doors are often closed on those who complain. To open these doors---to get complaints through, keep them going, or keep them alive---Ahmed emphasizes, requires forming new kinds of collectives. This book offers a systematic analysis of the methods used to stop complaints and a powerful and poetic meditation on what complaints can be used to do. Following a long lineage of Black feminist and feminist of color critiques of the university, Ahmed delivers a timely consideration of how institutional change becomes possible and why it is necessary.

This collection of essays traces the evolution of feminist pedagogy over the past twenty years, exploring both its theoretical and its practical dimensions. Feminist pedagogy is defined as a set of epistemological assumptions, teaching strategies, approaches to content, classroom practices, and teacher-student relationships grounded in feminist theory. To apply this philosophy in the classroom, the editors maintain that feminist scholars must critically engage in dialogue and reflection about both what and how they teach, as well as how who they are affects how they teach. In identifying the themes and tensions within the field and in questioning why feminist pedagogy is particularly challenging in some educational environments, these articles illustrate how and why feminist theory is practiced in all kinds of classrooms. In exploring feminist pedagogy in all its complexities, the contributors identify the practical applications of feminist theory in teaching practices, classroom dynamics, and student-teacher relationships. This volume will help readers develop theoretically grounded classroom practices informed by the advice and experience of fellow practitioners and feminist scholars.

Feminist programming, no matter the venue, provides opportunities for young girls and women, as well as men, to acquire leadership skills and the confidence to create sustainable social change. Offering a wide-ranging overview of different types of feminist engagement, the chapters in this volume challenge readers to critically examine accepted cultural norms both in and out of schools, and speak out about oppression and privilege. To understand the various pathways to feminism and feminist identity development, this collection brings together scholars from education, women’s studies, sociology, and community development to examine ways in which to integrate feminism and women’s studies into education through pedagogy, practice, and activism.

Self-reflexive, critical accounts of how feminist writing studies scholars variously situated within rhetoric, composition, and literacy studies plan, implement, examine, and represent community-based inquiry and pedagogy.

From theoretical analysis to practical teaching tools, an indispensable guide for educators seeking to link feminist theory and activism to their teaching. Included are web sites, videos, recommended texts, and additional course outlines.

Cultural Writing. Leela Fernandes' years of teaching women's studies courses at Rutgers-where she has seen frustration, paralysis and depression take hold of young students grappling with the hard realities of social activism-led her to examine the state of contemporary feminism and social justice movements. The result is an accessible social critique that goes directly to the heart of the issues. TRANSFORMING FEMINIST PRACTICE takes a hard, unrelenting look at social justice organizations, academia, and identity politics, refocusing the struggle and opening a dialogue for a new era.

The author questions commonly understood binaries in understanding gender, identity, sexuality, and education in order to forge new areas of theorizing the politics of self and other while destabilizing established power hierarchies. The book concludes with a discussion of feminist pedagogy and activism, stressing the significance of analyzing pedagogy and working to create more open feminist and democratic spaces for learning."--Jacket.

An intergenerational account capturing the contemporary politics and poetics of hip-hop feminism.

The authors draw upon their earlier research examining how feminists have negotiated identity and learning in international contexts or multisector environments. Feminism in Community focuses on feminist challenges to lead, learn, and participate in nonprofit organizations, as well as their efforts to enact feminist pedagogy through arts processes, Internet fora, and critical community engagement. The authors bring a focused energy to the topic of women and adult learning, integrating insights of pedagogy and theory-informed practice in the fields of social movement learning, transformative learning, and community development. The social determinants of health, spirituality, research partnerships, and policy engagement are among the contexts in which such learning occurs. In drawing attention to the identity and practice of the adult educator teaching and learning with women in the community, the authors respond to gender mainstreaming processes that have obscured women as a discernible category in many areas of practice.