How to do meaningful work in Women's Studies

Re-vitalizing the American Feminist-Philosophical Classroom: Transformative Academic Experimentations with Diffractive Pedagogies

“…As indicated above, my concern in this chapter is how higher education pedagogy is being negatively affected by such a profit-focused logics. Writing myself into the traditions of critical, feminist and now also posthumanist and new materialist pedagogy (see Freire, 2001Freire, , 2006Giroux, 1988Giroux, , 2014; see Aptheker, 1989;hooks, 1994, 2003 (feminist pedagogy); and see van der Tuin, 2015;Snaza et al, 2016;Hickey-Moody and Page, 2016;Braidotti et al, 2018 (new materialist-inspired pedagogy)), it seems that higher education in the United States is less and less about making students understand their place as engaged citizens in today's world and that of the future. Leaving the issue of declining social mobility aside (Leatherby, 2016), the core problem seen from a more micro, classroom-based standpoint is that we, as teachers, are being confronted with a pedagogical praxis in which students are to be spoon-fed easily-digestible materials in short sessions, demarcated by neoliberal academic clock-time.…”