"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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dc.contributor.author Ek, Anne-Charlotte
dc.date.accessioned 2008-12-15T08:19:51Z
dc.date.available 2008-12-15T08:19:51Z
dc.date.issued 2007
dc.identifier.citation 67-93 en
dc.identifier.issn 0348-8365 en
dc.identifier.uri http://hdl.handle.net/2043/7041
dc.description 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. en
dc.description.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. en
dc.language.iso swe en
dc.publisher Malmö högskola, Studentcentrum en
dc.subject undervisningssammanhang en
dc.subject genusvetenskap en
dc.subject feministisk kunskapsteori en
dc.subject teaching en
dc.subject classroom interaction en
dc.subject gender studies en
dc.subject feminist epistemology en
dc.subject.classification Humanities/Social Sciences en
dc.title "Varför måste Butler vara så jävla akademisk?" En diskussion om feministisk kunskapsteori och akademiska undervisningsrum en
dc.type Article, other scientific en
dc.contributor.department Malmö University. Faculty of Culture and Society
dc.subject.srsc Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS::Gender studies en
dc.relation.ispartofpublication Tidskrift för genusvetenskap;4 en
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