Taking bell hooks on zoom: Embodying feminist pedagogy in a graduate theological classroom

Este artículo se basa en una experienciainnovadorallevadaa cabo en la asignatura obligatoria de “Lengua extranjera para maestros/as: inglés”, del Grado de Educación Infantil y Primaria, de la Universidad de Valencia, realizadadurante el año 2018-19. Se planteóconseguir el siguiente objetivo: potenciar la competencia comunicativa en lengua inglesa, el pensamiento crítico y la sensibilidad con respecto a las desigualdades de género. Para desarrollarlo se propusoel uso didáctico de una selección de textos literarios multiculturales,que se trabajarondesde la perspectiva de género, empleando la pedagogía feminista (bell hooks,1994)1,que potencia el pensamiento crítico y la descentralización del poder, para promoveruna educación más transversal, apoyada en valores de justicia y equidad. This article is based on a 2018-19 innovative experiencecarried out within the compulsory subject of “EFL for Pre-school and Primary Education Teachers”, which is part of the Degree of Infant and Primary Education, of the University of Valencia. It pursued the following aim: to enhance communicative competencein English, critical thinking and sensitivity regarding gender inequalities. To develop this work, the didactic use of a selection ofmulticultural literary texts wasproposed, as a means to focuson gender issues.We also appliedbell hook’s feminist pedagogy (1994), which enhances critical thinking and the decentralization of power, to promote a more cross-curricular education sustained by values of justice and equity.

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Māori Research(er) in Three Poems

The Ethnographic Edge ◽

10.15663/tee.v2i1.35 ◽

2018 ◽

Vol 2 (1) ◽

pp. 35

Author(s):

Jacquie Kidd

Keyword(s):

Palliative Care ◽

Health Literacy ◽

Cultural Identity ◽

Focus Groups ◽

Health Professionals ◽

Bell Hooks ◽

Face To Face ◽

The Third ◽

Ruth Behar ◽

Seeking Help

These three poems re-present the findings from a research project that took place in 2013 (Kidd et al. 2018, Kidd et al. 2014). The research explored what health literacy meant for Māori patients and whānau when they accessed palliative care. Through face-to-face interviews and focus groups we engaged with 81 people including patients, whānau, bereaved loved ones, support workers and health professionals. The poems are composite, written to bring some of our themes to life. The first poem is titled Aue. This is a Māori lament that aligns to English words such as ‘oh no’, or ‘arrgh’, or ‘awww’. Each stanza of the poem re-presents some of the stories we heard throughout the research. The second poem is called Tikanga. This is a Māori concept that encompasses customs, traditions and protocols. There are tikanga rituals and processes that guide all aspects of life, death, and relationships. This poem was inspired by an elderly man who explained that he would avoid seeking help from a hospice because ‘they leave tikanga at the door at those places’. His choice was to bear his pain bravely, with pride, within his cultural identity. The third poem is called ‘People Like Me’. This is an autoethnographical reflection of what I experienced as a researcher which draws on the work of scholars such as bell hooks (1984), Laurel Richardson (1997) and Ruth Behar (1996). These and many other authors encourage researchers to use frustration and anger to inform our writing; to use our tears to fuel our need to publish our research.

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Feminist Pedagogy, Interdisciplinary Praxis, and Science Education

NWSA Journal ◽

10.2979/nws.1997.9.1.57 ◽

1997 ◽

Vol 9 (1) ◽

pp. 57-75 ◽

Cited By ~ 9

Author(s):

Maralee Mayberry ◽

Margaret N. Rees

Keyword(s):

Science Education ◽

Feminist Pedagogy

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Theory is for everybody

10.31235/osf.io/zhc2v ◽

2019 ◽

Author(s):

Athena Elafros

Keyword(s):

Social Theory ◽

Subject Position ◽

Bell Hooks ◽

Concrete Reality

In Feminism is for Everybody, bell hooks states, “[t]o be truly visionary we have to root our imagination in our concrete reality while simultaneously imagining possibilities beyond that reality” (hooks, 2000, p. 110). Drawing on this insight, I offer one possible future for teaching theory in sociology based on my own subject position and experiences that seeks to imagine how social theory needs to change regarding a fundamental reorganization of what counts as theory, who counts as a theorist, who teaches theory, and how theory is taught.

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TESTIMONIOS: La necesidad de revelar la pregunta epistemológica en la teoría feminista

INTERdisciplina ◽

10.22201/ceiich.24485705e.2016.8.54977 ◽

2016 ◽

Vol 4 (8) ◽

Author(s):

Tania Pérez Bustos

Keyword(s):

Gloria Anzaldua ◽

Bell Hooks ◽

Donna Haraway ◽

Sandra Harding

Soy una feminista autodidacta en estudios de ciencia y tecnología. Si bien en mi formación de pregrado y posgrado tuve grandes maestras feministas que aún inspiran mis búsquedas personales y profesionales, sólo devine feminista cuando me topé con la teoría feminista y sus cuestionamientos al conocimiento científico.A diferencia de muchas de mis colegas, nunca me hice parte activa del movimiento; no marché ni fui proselitista. Llegué a saberme feminista cuando logré comprobar que mis preguntas personales sobre mis trayectos profesionales tenían resonancia con las reflexiones que autoras anglosajonas blancas, mestizas y negras, como Sandra Harding (1991; 1993) Donna Haraway (1988; 1996; 2004), Gloria Anzaldúa (1987a; 1987b) Chela Sandoval (1991; 1995) y bell hooks (1984; 1994) venían haciendo desde entrados los años ochenta sobre la objetividad, la transgresión, los puntos medios y ciborg, los lugares desde los que producimos conocimiento y las formas en que éste circula.

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Knitting as an Aesthetic of Civic Engagement: Re-conceptualizing Feminist Pedagogy through Touch

Feminist Teacher ◽

10.1353/ftr.2010.0009 ◽

2010 ◽

Vol 20 (2) ◽

pp. 111-123 ◽

Cited By ~ 1

Author(s):

Stephanie Springgay

Keyword(s):

Civic Engagement ◽

Feminist Pedagogy

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Hidden in the limelight: A feminist engagement with innovation studies

Organization ◽

10.1177/13505084211015380 ◽

2021 ◽

pp. 135050842110153

Author(s):

Lara Pecis ◽

Karin Berglund

Keyword(s):

Black Women ◽

Bell Hooks ◽

Innovation Studies ◽

Subject Positions ◽

Space Race ◽

The Subject ◽

Political Dimensions ◽

The Relationship ◽

Positively Charged ◽

Blind Spots

Innovation is filled with aspirations for solutions to problems, and for laying the groundwork for new technological and social breakthroughs. When a concept is so positively charged, the hopes expressed may create blindness to potential shortcomings and deadlocks. To disclose innovation blind spots, we approach innovation from a feminist viewpoint. We see innovation as a context that changes historically, and as revolution, offering alternative imaginaries of the relationship between race, gender and innovation. Our theoretical framework combines bell hooks (capitalist patriarchy and intersectionality), Mazzucato (the entrepreneurial state and the changing context of innovation) and Fraser (redistributive justice) and contributes with an understanding of innovation from the margin by unveiling its political dimensions. Hidden Figures, the 2016 biographical drama that follows three Black women working at NASA during the space race, provides the empirical setting of the paper. Our analysis contributes to emerging intersectionality research in management and organisation studies (MOS) by revealing the subject positions and dynamics of inclusion/exclusion in innovation discourses, and by proposing a radical – and more inclusive – rethinking of innovation. With this article, we aim to push the margins to the centre and invite others to discover the terrain of the margin(alised). We suggest that our feminist framework is appropriate to study other organisational phenomena, over time and across contexts, to bring forward the plurality of women’s experiences at work and in organisations.

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