'Sex', 'Race' and Multiculturalism: Critical consumption and the politics of course evaluations

Nast, Heidi J.

doi:10.1080/03098269985650

Cited by 59 publications

(57 citation statements)

References 6 publications

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“…In this context, some course topics, namely sexuality, race, and gender inequalities, were already deemed controversial by some students simply by mentioning them. The compulsory heterosexuality of the classroom follows lockstep with student expectations of an "objective" classroom where only clean, tidy, contention-free subjects appear (Skelton 1997;Valentine 1997;England 1999;Nast 1999).…”

Section: Discussion and Discomfortmentioning

confidence: 99%

“…This concern, combined with a class format that relied upon discussions of personal experience, gender identity, and sexuality, left me fearing a classroom of awkward and uncomfortable situations. This article, then, is concerned with how to apply personal experiences with this course on gender with observations about the difficulty of broaching race (Kobayashi 1999;Schein 1999), sexuality (Skelton 1997;Valentine 1997;England 1999), and other politically provocative (Nast 1999;Dowler 2002) subjects in geography classrooms.…”

Section: Introductionmentioning

confidence: 99%

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“If You Raised a Boy in a Pink Room … ?” Thoughts on Teaching Geography and Gender

Simon

2009

Journal of Geography

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This article draws upon the author's experiences with designing and teaching a lower-level undergraduate course, Geography and Gender. It is proposed that there is a relative lack of resources available for conducting geography courses on gender, feminism, and/or sexuality and as such, this article addresses issues of text selection, course format, and evaluation measures. This consideration of course format is interwoven with a look at the challenges and, at times, discomforts of incorporating feminist pedagogies and open-ended discussions in the undergraduate classroom in order to teach gendered and sexed geographies.

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Section: Discussion and Discomfortmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“If You Raised a Boy in a Pink Room … ?” Thoughts on Teaching Geography and Gender

Simon

2009

Journal of Geography

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“…JGHE initiated an equal opportunities policy in 1989 outlined in an editorial (Walker & Unwin, 1989). Issues of sexuality have featured in two multiauthored Arena Symposia, in 1997 (Bell, 1997;Skelton, 1997;Valentine, 1997) and 1999 (Elder, 1999;England, 1999;Gibson-Graham, 1999;Knopp, 1999a,b;Nast, 1999). Arena Symposia have also been dedicated to multicultural education (Berry, 1997;Corey, 1997;Darden, 1997;Lee, 1997;McConnell, 1997) and equal opportunities (1996) (Barnett & Bowlby, 1996;Callard, 1996;Cook, 1996;Domosh, 1996;.…”

Section: Authorial and Topical Representationmentioning

confidence: 97%

Looking Out, Looking In: The ‘Other' in theJournal of Geography in Higher Education

Monk

2000

Journal of Geography in Higher Education

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The Journal of Geography in Higher Education has a vision of being inclusive. This paper examines what the journal, throughout its history, has published on teaching and learning in relation to people and places referred to in contemporary scholarship as the 'Other'. It addresses themes of gender, race/ethnicity, sexuality, and the 'Third World', noting especially the surprising paucity of material on the latter. In particular, the article explores ways in which teaching addresses aspects of students' values and attitudes, and the importance of linking knowledge, emotion, experiential learning and action.

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“…I must manage 93 this heightened isolation while also combating an angry mob of online dissenters who have taken to attacking me and my identities because they disagree with my ideas. The salt to my wounds is knowing that my white-male counterparts in academia do not have to endure this kind of treatment (Matias, 2015;Mohamed, 2010;Nast, 1999;Pittman, 2010;Souto-Manning & Ray, 2007;Williams, Dunlap, & McCandies, 1999). As it turns out, there is a special kind of hate reserved specifically for those of us whose very existence challenges the status quo.…”

Section: Aeriel's Storymentioning

confidence: 99%

We Are Woke: A Collaborative Critical Autoethnography of Three “Womxn” of Color Graduate Students in Higher Education

Ashlee

Zamora

Karikari

2017

IJME

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This critical collaborative autoethnography examines how three "womxn" of color (Asian American, Latina, and African American) graduate students experience and resist intersectional racism and sexism in higher education. The authors reflect on their individual journeys to "wokeness" and share their collective process of cultivating a community of "sista" scholars integral to their wellness, wokeness, and persistence in an oppressive educational system. KEYWORDS

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'Sex', 'Race' and Multiculturalism: Critical consumption and the politics of course evaluations

Cited by 59 publications

References 6 publications

“If You Raised a Boy in a Pink Room … ?” Thoughts on Teaching Geography and Gender

“If You Raised a Boy in a Pink Room … ?” Thoughts on Teaching Geography and Gender

Looking Out, Looking In: The ‘Other' in theJournal of Geography in Higher Education

We Are Woke: A Collaborative Critical Autoethnography of Three “Womxn” of Color Graduate Students in Higher Education

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