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Feminist Pedagogy: Fractures of Recognition in Higher Education
Book chapter   Peer reviewed

Feminist Pedagogy: Fractures of Recognition in Higher Education

Genine Hook
Time and Space in the Neoliberal University, pp.43-63
Palgrave Macmillan
2019
DOI: https://doi.org/10.1007/978-3-030-15246-8_3
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https://doi.org/10.1007/978-3-030-15246-8_3View
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Abstract

Sociology Specialist Studies in Education higher education neoliberalism and education space and learning academia and space time and university
Hook explores how everyday institutional and educational norms can be contested and reworked through a generative feminist pedagogy creating educative spaces for queering privilege and normative social structures. The 'doing' of gender and power within university classrooms is often risky and contested in the delivery of queer and gendered content. Students often grapple with feminist activist pedagogy in ways that may attempt to re-claim dominance and normative hierarchies. University based mechanisms of student survey data, promotion criteria, casualisation and market-driven student expectation and demands, are entangled to develop problematic conditions of account for feminist early career researcher/academics. Following with Ahmed's (2017), Living a Feminist Life, this chapter articulates ways in which the personal is theoretical can be embedded in academic becoming.

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