Paradoxes of Empowerment: Interdisciplinary Graduate Pedagogy in Women's Studies

Feminist Studies

Volumn 29, Issue 2, 2003, Pages 409-421+476

  Gardiner, Judith Kegan ^a  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0142231460     PISSN: 00463663     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (29)

1. See my version of this history in Judith Kegan Gardiner, "Rethinking Collectivity: Chicago Feminism, Athenian Democracy, and the Consumer University," in Women's Studies on Its Own, ed. Robyn Wiegman (Durham: Duke University Press, 2002), 191-201.
2. I refer to my personal collection of mimeographed leaflets from the Circle Women's Liberation Union, University of Illinois at Chicago, 1972-1973; and Margaret Strobel, "Consciousness and Action: Historical Agency in the Chicago Women's Liberation Union," in Provoking Agents: Gender and Agency in Theory and Practice, ed. Judith Kegan Gardiner (Chicago: University of Illinois Press, 1995), 52-68.
3. I refer to my personal collection of mimeographed leaflets from the Circle Women's Liberation Union, University of Illinois at Chicago, 1972-1973; and Margaret Strobel, "Consciousness and Action: Historical Agency in the Chicago Women's Liberation Union," in Provoking Agents: Gender and Agency in Theory and Practice, ed. Judith Kegan Gardiner (Chicago: University of Illinois Press, 1995), 52-68.
4. Berenice Malka Fisher, quoting Wini Breines, No Angel in the Classroom: Teaching through Feminist Discourse (Lanham, Md.: Rowman & Littlefield, 2001), 182.
5. Paolo Freire, Pedagogy of the Oppressed, trans. Myra Bergman Ramos (New York: Continuum, 1982); Lynn Weber Cannon, "Fostering Positive Race, Class, and Gender Dynamics in the Classroom," Women's Studies Quarterly 18 (spring/summer 1990): 127; bell hooks, Teaching to Transgress: Education as the Practice of Freedom (New York: Routledge, 1990), 147; Fisher, 44 (the original text is italicized); and Maralee Mayberry and Margaret N. Rees, "Feminist Pedagogy, Interdisciplinary Praxis, and Science Education," in Meeting the Challenge: Innovative Feminist Pedagogies in Action, ed. Maralee Mayberry and Ellen Cronan Rose (London: Routledge, 1999), 193.
6. Paolo Freire, Pedagogy of the Oppressed, trans. Myra Bergman Ramos (New York: Continuum, 1982); Lynn Weber Cannon, "Fostering Positive Race, Class, and Gender Dynamics in the Classroom," Women's Studies Quarterly 18 (spring/summer 1990): 127; bell hooks, Teaching to Transgress: Education as the Practice of Freedom (New York: Routledge, 1990), 147; Fisher, 44 (the original text is italicized); and Maralee Mayberry and Margaret N. Rees, "Feminist Pedagogy, Interdisciplinary Praxis, and Science Education," in Meeting the Challenge: Innovative Feminist Pedagogies in Action, ed. Maralee Mayberry and Ellen Cronan Rose (London: Routledge, 1999), 193.
7. Paolo Freire, Pedagogy of the Oppressed, trans. Myra Bergman Ramos (New York: Continuum, 1982); Lynn Weber Cannon, "Fostering Positive Race, Class, and Gender Dynamics in the Classroom," Women's Studies Quarterly 18 (spring/summer 1990): 127; bell hooks, Teaching to Transgress: Education as the Practice of Freedom (New York: Routledge, 1990), 147; Fisher, 44 (the original text is italicized); and Maralee Mayberry and Margaret N. Rees, "Feminist Pedagogy, Interdisciplinary Praxis, and Science Education," in Meeting the Challenge: Innovative Feminist Pedagogies in Action, ed. Maralee Mayberry and Ellen Cronan Rose (London: Routledge, 1999), 193.
8. Paolo Freire, Pedagogy of the Oppressed, trans. Myra Bergman Ramos (New York: Continuum, 1982); Lynn Weber Cannon, "Fostering Positive Race, Class, and Gender Dynamics in the Classroom," Women's Studies Quarterly 18 (spring/summer 1990): 127; bell hooks, Teaching to Transgress: Education as the Practice of Freedom (New York: Routledge, 1990), 147; Fisher, 44 (the original text is italicized); and Maralee Mayberry and Margaret N. Rees, "Feminist Pedagogy, Interdisciplinary Praxis, and Science Education," in Meeting the Challenge: Innovative Feminist Pedagogies in Action, ed. Maralee Mayberry and Ellen Cronan Rose (London: Routledge, 1999), 193.
9. M. F. Belenky et al., Women's Ways of Knowing: The Development of Self, Voice, and Mind (New York: Basic Books, 1986), 219-20; Nancy Schniedewind, "Feminist Values: Guidelines for Teaching Methodology in Women's Studies," in Learning Our Way: Essays in Feminist Education, ed. Charlotte Bunch and Sandra Pollack (Trumansburg, N.Y.: Crossing Press, 1983), 261; Carolyn Shrewsbury, "What Is Feminist Pedagogy?" Women's Studies Quarterly 15 (fall/winter 1987): 9, 11; and Frances A. Maher and Mary Kay Thompson Tetreault, The Feminist Classroom: Dynamics of Gender, Race, and Privilege, expanded ed. (Lanham, Md.: Rowman & Littlefield, 2001), 260.
10. M. F. Belenky et al., Women's Ways of Knowing: The Development of Self, Voice, and Mind (New York: Basic Books, 1986), 219-20; Nancy Schniedewind, "Feminist Values: Guidelines for Teaching Methodology in Women's Studies," in Learning Our Way: Essays in Feminist Education, ed. Charlotte Bunch and Sandra Pollack (Trumansburg, N.Y.: Crossing Press, 1983), 261; Carolyn Shrewsbury, "What Is Feminist Pedagogy?" Women's Studies Quarterly 15 (fall/winter 1987): 9, 11; and Frances A. Maher and Mary Kay Thompson Tetreault, The Feminist Classroom: Dynamics of Gender, Race, and Privilege, expanded ed. (Lanham, Md.: Rowman & Littlefield, 2001), 260.
11. M. F. Belenky et al., Women's Ways of Knowing: The Development of Self, Voice, and Mind (New York: Basic Books, 1986), 219-20; Nancy Schniedewind, "Feminist Values: Guidelines for Teaching Methodology in Women's Studies," in Learning Our Way: Essays in Feminist Education, ed. Charlotte Bunch and Sandra Pollack (Trumansburg, N.Y.: Crossing Press, 1983), 261; Carolyn Shrewsbury, "What Is Feminist Pedagogy?" Women's Studies Quarterly 15 (fall/winter 1987): 9, 11; and Frances A. Maher and Mary Kay Thompson Tetreault, The Feminist Classroom: Dynamics of Gender, Race, and Privilege, expanded ed. (Lanham, Md.: Rowman & Littlefield, 2001), 260.
12. M. F. Belenky et al., Women's Ways of Knowing: The Development of Self, Voice, and Mind (New York: Basic Books, 1986), 219-20; Nancy Schniedewind, "Feminist Values: Guidelines for Teaching Methodology in Women's Studies," in Learning Our Way: Essays in Feminist Education, ed. Charlotte Bunch and Sandra Pollack (Trumansburg, N.Y.: Crossing Press, 1983), 261; Carolyn Shrewsbury, "What Is Feminist Pedagogy?" Women's Studies Quarterly 15 (fall/winter 1987): 9, 11; and Frances A. Maher and Mary Kay Thompson Tetreault, The Feminist Classroom: Dynamics of Gender, Race, and Privilege, expanded ed. (Lanham, Md.: Rowman & Littlefield, 2001), 260.
13. Sally Robinson, "Pedagogy of the Opaque: Teaching Masculinity Studies," in Masculinity Studies and Feminist Theories: New Directions, ed. Judith Kegan Gardiner (New York: Columbia University Press, 2002), 142-43.
14. To reflect more attention to gay and lesbian studies, queer theory, and masculinity studies, we changed our program's name from "Women's Studies" to "Gender and Women's Studies" in 1999.
15. Maher and Tetreault, 273.
16. Wilbert J. McKeachie et al., McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 10th ed. (New York: Houghton Mifflin, 1999), 131, 220, 342; the book's chapter, "Taking Student Social Diversity into Account," is written by Nancy Van Note Chism (218-34). It briefly mentions connected learning and differing gendered-learning styles but focuses on fairness to all individuals. Also, Robyn Wiegman, "Women's Studies: Interdisciplinary Imperatives, Again," in the forum, "Doing Feminism in Interdisciplinary Contexts," Feminist Studies 27 (summer 2001): 516.
17. Wilbert J. McKeachie et al., McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 10th ed. (New York: Houghton Mifflin, 1999), 131, 220, 342; the book's chapter, "Taking Student Social Diversity into Account," is written by Nancy Van Note Chism (218-34). It briefly mentions connected learning and differing gendered-learning styles but focuses on fairness to all individuals. Also, Robyn Wiegman, "Women's Studies: Interdisciplinary Imperatives, Again," in the forum, "Doing Feminism in Interdisciplinary Contexts," Feminist Studies 27 (summer 2001): 516.
18. Judith A. Allen and Sally L. Kitch, "Disciplined by the Disciplines? The Need for an Interdisciplinary Research Mission in Women's Studies," Feminist Studies 24 (summer 1998): 275, 281.
19. Susan Stanford Friedman, "(Inter)Disciplinarity and the Question of the Women's Studies Ph.D.," Feminist Studies 24 (summer 1998): 318; Rosner, "Doing Feminism," 500; and Angela Bowen, "Testifying: My Experience in Women's Studies Doctoral Training at Clark University," Feminist Studies 24 (summer 1998): 383.
20. Susan Stanford Friedman, "(Inter)Disciplinarity and the Question of the Women's Studies Ph.D.," Feminist Studies 24 (summer 1998): 318; Rosner, "Doing Feminism," 500; and Angela Bowen, "Testifying: My Experience in Women's Studies Doctoral Training at Clark University," Feminist Studies 24 (summer 1998): 383.
21. Susan Stanford Friedman, "(Inter)Disciplinarity and the Question of the Women's Studies Ph.D.," Feminist Studies 24 (summer 1998): 318; Rosner, "Doing Feminism," 500; and Angela Bowen, "Testifying: My Experience in Women's Studies Doctoral Training at Clark University," Feminist Studies 24 (summer 1998): 383.
22. Beverly Guy-Sheftall, "Engaging Difference: Racial and Global Perspectives in Graduate Women's Studies Education," Feminist Studies 24 (summer 1998): 330.
23. Marilyn Boxer says the students were Jean O'Barr's, but they are not named. See Boxer's, When Women Ask the Questions: Creating Women's Studies in America (Baltimore: Johns Hopkins University Press, 2001), 237; Abigail Stewart, Anne Herrmann, and Sidonie Smith, "The Joint Doctoral Program at the University of Michigan," Feminist Studies 24 (summer 1998): 356-65.
24. Marilyn Boxer says the students were Jean O'Barr's, but they are not named. See Boxer's, When Women Ask the Questions: Creating Women's Studies in America (Baltimore: Johns Hopkins University Press, 2001), 237; Abigail Stewart, Anne Herrmann, and Sidonie Smith, "The Joint Doctoral Program at the University of Michigan," Feminist Studies 24 (summer 1998): 356-65.
25. "Doing Feminism"; Allen and Kitch.
26. These words were used in other contexts by Stewart, Herrmann, and Smith, 365, and by Banu Subramaniam, "Technoscientific Imaginations," in "Doing Feminism," 528.
27. We are attempting to have such scholarship recognized at my university under the rubric of "the scholarship of engagement." See Taskforce on the Scholarship of Engagement, "Report," University of Illinois at Chicago Senate Agenda, 25 Jan. 2001, 2-20. See also Jacky Coates, Michelle Dodds, and Jodi Jensen, "'Isn't Just Being Here Political Enough?' Feminist Action-Oriented Research as a Challenge to Graduate Women's Studies," Feminist Studies 24 (summer 1998): 344; Meeting the Challenge.
28. We are attempting to have such scholarship recognized at my university under the rubric of "the scholarship of engagement." See Taskforce on the Scholarship of Engagement, "Report," University of Illinois at Chicago Senate Agenda, 25 Jan. 2001, 2-20. See also Jacky Coates, Michelle Dodds, and Jodi Jensen, "'Isn't Just Being Here Political Enough?' Feminist Action-Oriented Research as a Challenge to Graduate Women's Studies," Feminist Studies 24 (summer 1998): 344; Meeting the Challenge.
29. Fisher, 214; and Melissa Kesler Gilbert, Carol Holdt, and Kristin Christopherson, "Letting Feminist Knowledge Serve the City," in Meeting the Challenge, 319-37.