"Varför måste Butler vara så jävla akademisk?" En diskussion om feministisk kunskapsteori och akademiska undervisningsrum

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"Varför måste Butler vara så jävla akademisk?" En diskussion om feministisk kunskapsteori och akademiska undervisningsrum

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Publication Article, other scientific
Title "Varför måste Butler vara så jävla akademisk?" En diskussion om feministisk kunskapsteori och akademiska undervisningsrum
Author(s) Ek, Anne-Charlotte
Date 2007
English abstract
The article discusses personal experiences gained by a teacher in gender studies and how she has addressed challenges such as the theoretical development and institutionalization of feminist theory on one hand, and the increasingly widened enrollment to higher education on the other. The argumentation is underpinned by concrete examples taken from a course where feminist poststructuralism is introduced. Special reference is made to Donna Haraway’s epistemological standpoint that all knowledge production is situated and that knowledge, in itself, always has social implications. If we transfer these insights to our classrooms, we need to consider how we, as teachers, articulate, motivate and establish our own culture of academic knowledge production. The power, in this situation, concerns how we relate to clashes of interests and the diversity of the range of possibilities, both in the interaction between teacher and student and between the students themselves. How we relate to these issues will result in different opportunities for different students to conquer the conceptual tools the course is aimed to give them. The author is therefore both giving arguments and, with practical examples, showing how an approach based on ‘walking your own talks’ can facilitate more equal power relations in our increasingly diverse classrooms.
Swedish abstract
Anne-Charlotte Ek diskuterar de pedagogiska verktyg hon använt för att introducera svårtillgängliga feministiska texter när hon undervisat i genusvetenskap. En central utgångspunkt för henne är att understryka att all kunskapsproduktion och kunskapsförmedling är situerad. Hon uppmanar oss att i vår undervisning använda våra feministiska kunskapsteoretiska insikter.
Publisher Malmö högskola, Studentcentrum
Host/Issue Tidskrift för genusvetenskap;4
ISSN 0348-8365
Pages 67-93
Language swe (iso)
Subject(s) undervisningssammanhang
genusvetenskap
feministisk kunskapsteori
teaching
classroom interaction
gender studies
feminist epistemology
Humanities/Social Sciences
Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS::Gender studies
Handle http://hdl.handle.net/2043/7041 (link to this page)

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