Notes on Feminist Pedagogy in the Brave New (Corporate) World

Dever, Maryanne

doi:10.1177/135050689900600208

“…Feminist teachers consequently tend to see their role and work as political (David 2016;Dever 1999;Felman 2001;Pétursdóttir 2015) and aimed at challenging the social status quo both within and beyond the classroom. This may entail challenging the dominance and knowledge claims of the academic environment, as it is not just the given disciplinary content that is questioned, but also the forms of instruction and their relationships of authority and domination, and the effort is to transform them (hooks 1994).…”

Section: Feminist Pedagogy Intersects With the Neoliberal University mentioning

confidence: 99%

Marketing Difference: Two Teachable Moments at the Intersection of the Neoliberal University and Geopolitics

Nyklová

¹

2017

GV/GR

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Abstract:This article looks at the effects the neoliberal university has on feminist pedagogy when it is practised in a programme that stresses geopolitical differences. The material for the study comes from my experience as a teacher of a gender studies class for a US study abroad programme based in Prague, Czech Republic. The richly researched paradoxes of doing feminist pedagogy in the neoliberal university assume fi rm contours when the geopolitical location of both those 'teaching' and those 'taught' becomes the focus and indeed the 'commodity' to be sold. In my article, I focus on my situation as a teacher in an increasingly precarious educational environment in the Czech Republic, exacerbated by the specifi c framing of the US-based programme and its economic-moral rationality. I refl ect on the ethical discontents inadvertently produced by the teaching experience and related commodifi cation of 'difference'. I argue that the geopolitical context of that commodifi cation is crucial for understanding the local forms and impact of the neoliberal university. The contested standing of gender studies in the Czech Republic, which has been shown to stem in part from the post-1989 developments, intersects with the reform of the Czech science system. By exploring how this setting affects the micro-level of class dynamics and lesson content I show that there is a need to study the repercussions of the neoliberal university as geopolitically located.

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“…Cílem je vzbudit politické vědomí a možná i akci. Feministické/čtí vyučující většinou chápou svou roli a práci jako politickou (David 2016;Dever 1999;Felman 2001;Pétursdóttir 2015). Jejím cílem je zpochybnění společenského statu quo v rámci učebny i mimo ni.…”

Section: Feministická Pedagogika Se Protíná S Neoliberální Univerzitounclassified

Obchodování s odlišností: dvě pedagogické příležitosti na křižovatce neoliberální univerzity a geopolitiky

Nyklová

¹

2017

GV/GR

0

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Abstract:This article looks at the effects the neoliberal university has on feminist pedagogy when it is practised in a programme that stresses geopolitical differences. The material for the study comes from my experience as a teacher of a gender studies class for a US study abroad programme based in Prague, Czech Republic. The richly researched paradoxes of doing feminist pedagogy in the neoliberal university assume fi rm contours when the geopolitical location of both those 'teaching' and those 'taught' becomes the focus and indeed the 'commodity' to be sold. In my article, I focus on my situation as a teacher in an increasingly precarious educational environment in the Czech Republic, exacerbated by the specifi c framing of the US-based programme and its economic-moral rationality. I refl ect on the ethical discontents inadvertently produced by the teaching experience and related commodifi cation of 'difference'. I argue that the geopolitical context of that commodifi cation is crucial for understanding the local forms and impact of the neoliberal university. The contested standing of gender studies in the Czech Republic, which has been shown to stem in part from the post-1989 developments, intersects with the reform of the Czech science system. By exploring how this setting affects the micro-level of class dynamics and lesson content I show that there is a need to study the repercussions of the neoliberal university as geopolitically located.Keywords: transnational feminist teaching, commodifi cation of education, feminist pedagogy, neoliberal university Nyklová, Blanka. 2017. "Obchodování s odlišností: dvě pedagogické příležitosti na křižovatce neoliberální univerzity a geopolitiky." Gender a výzkum /

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“…However, these are three things that in many European universities we often lack. Due to a range of (both local and European-wide) trends – cuts to HE funding, restructuring of HE systems, rising student intakes without growth in staff numbers, pressure for increased publishing productivity, expansion of audit and quality control mechanisms, extensification and casualization of academic work (Alvanoudi, 2009; Dever, 1999; Evans, 2004; Morley, 2003; Shore and Wright, 2000) – many of us are struggling with extremely intense workloads and feeling exhausted. Indeed, academics in many countries report very high levels of stress, which has led Gill (2010) to describe neoliberal universities as ‘toxic’ workplaces.…”

Section: The Limits Of Discomfortmentioning

confidence: 99%

Uncomfortable classrooms: Rethinking the role of student discomfort in feminist teaching

Pereira

¹

2012

European Journal of Women's Studies

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2. I believe, though, that there is a significant difference in the effects of reflection when it comes to research and teaching, mainly because the cognitive processes that are put into action through reflection above all affect the one who is performing the reflection. 3. Sonja. 4. Maja. 5. Catrine. For a longer transcript and analysis of this particular excerpt, see Pereira, this issue. 6. Sissel. References Ahmed S (1997) 'It's a suntan isn't it?' Autobiography as an identificatory practice. In: Mirza HS (ed.

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Notes on Feminist Pedagogy in the Brave New (Corporate) World

Cited by 6 publications

References 3 publications

Marketing Difference: Two Teachable Moments at the Intersection of the Neoliberal University and Geopolitics

Marketing Difference: Two Teachable Moments at the Intersection of the Neoliberal University and Geopolitics

Obchodování s odlišností: dvě pedagogické příležitosti na křižovatce neoliberální univerzity a geopolitiky

Uncomfortable classrooms: Rethinking the role of student discomfort in feminist teaching

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