Teaching About the “War on Science” in Psychology of Women Courses

Warner, Leah R.

doi:10.1177/0361684318778837

Cited by 3 publications

(2 citation statements)

References 25 publications

(40 reference statements)

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“…It is not sufficient for White feminists (or any writers in positions of power and influence) to sprinkle a few well-known classics by women of color into their work, just as it is not enough to add Sojourner Truth to a suffrage centennial statue. As Angela Putman (2017) revealed in her discourse analysis of college student conceptions of White ideologies, there is a tendency to assume an objective meritocracy is at work and that accomplishments are deserved and open to all (see Warner, 2018, for a related example in teaching). In a culture in which this assumption of meritocracy is embedded in an ongoing system of racism (Feagin, 2013), concerted counteractions are needed.…”

Section: Resultsmentioning

confidence: 99%

“…The recent surge in research on intersectionality (see Collins, 2015; Warner, 2018), for some data on these increases) also means that the origins and meaning of intersectionality must be accurately represented. As documented by Patricia Hill Collins (2015), one of the major writers on intersectionality and related concepts, works by U.S. Black feminists in the mid-20th century (e.g., Collins, 2004; Combahee River Collective, 1982; Crenshaw, 1989, 1991; Lorde, 2007) identified key goals asempower[ing] African American women through critical analyses of how mutually constructing systems of oppression of race, class, gender, and sexuality framed the social issues and social inequalities that Black women faced (p. 8).…”

Section: Introductionmentioning

confidence: 99%

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Toward a More Just Feminism

Signorella

2020

Psychology of Women Quarterly

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The history of the women’s movements and women’s involvement in civic causes and actions shows that commitment to women’s causes is no guarantee that other human rights issues will be supported. Instances of racism and other prejudices that have impacted women’s groups in the United States will be used to illustrate the contradiction, and corollary patterns from the present will be used to show that the disconnect between promoting women’s causes and other pressing human rights issues remains. I will use the exemplar of citation practices as one aspect of contemporary professional behavior that may contribute to the ongoing invisibility of accomplishments by women and scholars of color of any gender. I will also demonstrate some tools that, combined with better self-awareness, can improve the visibility of all members of underrepresented groups. The challenge we face is to convert awareness of the complex intersections between gender and racial issues into the application of feminist values across the full spectrum of human experience.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Toward a More Just Feminism

Signorella

2020

Psychology of Women Quarterly

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From “Gender Difference” to “Doing Gender” to “Gender and Structural Power” in Psychological Science

Shields

2020

Gender, Considered

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Addressing Post-Truth in the Classroom: Towards a Critical Pedagogy

Mohammed,

Grundy,

Bytautas

2024

TLI

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Post-truth strategies are characterized by the manipulation of facts and personal assertions of the truth for political gain. By seeding polarization, skepticism, and mistrust, post-truth presents challenges to teaching and learning within academic settings. In this paper, we explore how post-truth is articulated in higher education literature using a critical pedagogical lens. We suggest that pedagogical scholarship needs to expand its scope beyond a focus on the media antics of individual politicians in order to interrogate the reliance on dominant framings that simply define “post-truth” as circumstances where personal beliefs take precedence over established facts. We argue that the current framing of post-truth shapes the educational response to this issue, which focuses on helping students discern correct from incorrect information, as opposed to teaching students how power and knowledge are intertwined in post-truth and ways to understand and address the subsequent and potentially harmful power relations. Since post-truth strategies are enacted to restrict thoughtful reflection on dominant relations of power, we propose a critical pedagogical framework to problematize the notion of objective truth, account for the politics of exclusion, examine power relations, and contest post-truth strategies.

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Teaching About the “War on Science” in Psychology of Women Courses

Cited by 3 publications

References 25 publications

Toward a More Just Feminism

Toward a More Just Feminism

From “Gender Difference” to “Doing Gender” to “Gender and Structural Power” in Psychological Science

Addressing Post-Truth in the Classroom: Towards a Critical Pedagogy

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