In Simians, Cyborgs, and Women , Donna Haraway defines a political organization by affinity which recognizes "permanently partial identities and contradictory standpoints," where "struggle is to see from both perspectives at once because each reveals the dominations and possibilities unimaginable from the other vantage point" (154). Affinity politics, as an alternative to identity politics, is driven by the choice of shared concerns and strategies rather than by fixed identificatory markers. It exists only through conscious, committed, and voluntary participation; it cannot outlast nor predate its members, nor claim the support of the uninvolved. These characteristics make affinity an apt model for a classroom devoted to the exploration of how identities are constructed and deployed through language and representation. In the Women's Studies and English literature and composition classes we have designed and taught together at the University of Rochester, we have used Haraway's concept of affinity as a foundation for structuring both our collaborative pedagogy and feminist syllabi. In sharing some of our experiences here, we suggest that affinity politics encourages an unusually open and frank classroom environment, which forces participants to be responsible for their contributions and silences. Our goal as teachers is neither to direct nor censor student comments, but continually to ask our students (what it means) to be accountable for their words.
{"title":"Affinity, Collaboration, and the Politics of Classroom Speaking","authors":"Kirstin Hotelling, A. Schulteis","doi":"10.5406/j.ctv19fvx35.13","DOIUrl":"https://doi.org/10.5406/j.ctv19fvx35.13","url":null,"abstract":"In Simians, Cyborgs, and Women , Donna Haraway defines a political organization by affinity which recognizes \"permanently partial identities and contradictory standpoints,\" where \"struggle is to see from both perspectives at once because each reveals the dominations and possibilities unimaginable from the other vantage point\" (154). Affinity politics, as an alternative to identity politics, is driven by the choice of shared concerns and strategies rather than by fixed identificatory markers. It exists only through conscious, committed, and voluntary participation; it cannot outlast nor predate its members, nor claim the support of the uninvolved. These characteristics make affinity an apt model for a classroom devoted to the exploration of how identities are constructed and deployed through language and representation. In the Women's Studies and English literature and composition classes we have designed and taught together at the University of Rochester, we have used Haraway's concept of affinity as a foundation for structuring both our collaborative pedagogy and feminist syllabi. In sharing some of our experiences here, we suggest that affinity politics encourages an unusually open and frank classroom environment, which forces participants to be responsible for their contributions and silences. Our goal as teachers is neither to direct nor censor student comments, but continually to ask our students (what it means) to be accountable for their words.","PeriodicalId":287450,"journal":{"name":"Feminist Teacher","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124627048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-11DOI: 10.5406/femteacher.28.2-3.0079
Amy Verhaeghe, Ela Przybyło, Sharifa Patel
{"title":"On the Im/possibilities of Anti-racist and Decolonial Publishing as Pedagogical Praxis","authors":"Amy Verhaeghe, Ela Przybyło, Sharifa Patel","doi":"10.5406/femteacher.28.2-3.0079","DOIUrl":"https://doi.org/10.5406/femteacher.28.2-3.0079","url":null,"abstract":"","PeriodicalId":287450,"journal":{"name":"Feminist Teacher","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125488067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-11DOI: 10.5406/femteacher.28.2-3.0158
Amy Rutstein-Riley, Ann Mechem Ziergiebel
{"title":"Feminist Relational Practice: Emerging Scholars Discover the Disorienting Dilemma of Leadership and Transformation","authors":"Amy Rutstein-Riley, Ann Mechem Ziergiebel","doi":"10.5406/femteacher.28.2-3.0158","DOIUrl":"https://doi.org/10.5406/femteacher.28.2-3.0158","url":null,"abstract":"","PeriodicalId":287450,"journal":{"name":"Feminist Teacher","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132728565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-11DOI: 10.5406/femteacher.28.2-3.0191
A. Travers, Nadine Boulay, J. Marchbank, Sharalyn R. Jordan
{"title":"Self-Silencing and Settling for Less in Cross-Disciplinary Collaboration on Behalf of Transgender Youth","authors":"A. Travers, Nadine Boulay, J. Marchbank, Sharalyn R. Jordan","doi":"10.5406/femteacher.28.2-3.0191","DOIUrl":"https://doi.org/10.5406/femteacher.28.2-3.0191","url":null,"abstract":"","PeriodicalId":287450,"journal":{"name":"Feminist Teacher","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122760067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-11DOI: 10.5406/femteacher.28.2-3.0141
Wendy K. Kolmar
{"title":"Filming American Feminisms: Teaching Through Time","authors":"Wendy K. Kolmar","doi":"10.5406/femteacher.28.2-3.0141","DOIUrl":"https://doi.org/10.5406/femteacher.28.2-3.0141","url":null,"abstract":"","PeriodicalId":287450,"journal":{"name":"Feminist Teacher","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129556832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-22DOI: 10.5406/FEMTEACHER.28.1.0032
Amy P. Page, Elizabeth Davison, J. Dale
With the reauthorization of the Violence Against Women Act in 2013, exposés about Title IX investigations (e.g., University of Virginia, Florida State University, and University of North Carolina at Chapel Hill), and the #MeToo campaign, there is renewed media focus on the topic of sexual assault on college campuses and in the wider culture. Scholars and activists in the movement to end interpersonal violence are moving universities forward to change the climate on campuses as well as in our communities. In the midst of new products and programs geared toward helping potential victims and reducing their risk of sexual assault, primary prevention advocates are continuing to focus efforts on changing larger cultural norms that underlie all forms of interpersonal violence and developing programming to alter potential perpetrator behavior. Primary prevention programming, paired with feminist-based policies and education, can create safer spaces for all students on campus, including survivors of violence. We must assess the efficacy and effectiveness of training and education efforts about interpersonal violence. The purpose of the current study is to share initial assessment data on one such program at a mid-sized master’s comprehensive university located in the southeast United States. The authors share this preliminary programming information and assessment data to promote progress in the field and to relay the challenges of assessing programs that are constantly evolving.
随着2013年《反妇女暴力法》(Violence Against Women Act)的重新授权，对第九条调查(如弗吉尼亚大学(University of Virginia)、佛罗里达州立大学(Florida State University)和北卡罗来纳大学教堂山分校(University of North Carolina at Chapel Hill))的曝光，以及#MeToo运动，媒体重新关注了大学校园和更广泛文化中的性侵犯话题。参与结束人际暴力运动的学者和活动家正在推动大学改变校园和社区的氛围。在旨在帮助潜在受害者并降低其性侵犯风险的新产品和项目中，初级预防倡导者正在继续努力改变更大的文化规范，这些规范是所有形式的人际暴力的基础，并制定计划来改变潜在的犯罪者行为。初级预防规划，加上以女权主义为基础的政策和教育，可以为校园里的所有学生，包括暴力幸存者，创造更安全的空间。我们必须评估关于人际暴力的培训和教育工作的效力和效果。本研究的目的是分享位于美国东南部的一所中等规模的综合性硕士大学的一个此类项目的初步评估数据。作者分享这些初步规划信息和评估数据，以促进该领域的进展，并传达评估不断发展的项目的挑战。
{"title":"Say Something: A Preliminary Assessment of a Peer-Educator Training Program","authors":"Amy P. Page, Elizabeth Davison, J. Dale","doi":"10.5406/FEMTEACHER.28.1.0032","DOIUrl":"https://doi.org/10.5406/FEMTEACHER.28.1.0032","url":null,"abstract":"With the reauthorization of the Violence Against Women Act in 2013, exposés about Title IX investigations (e.g., University of Virginia, Florida State University, and University of North Carolina at Chapel Hill), and the #MeToo campaign, there is renewed media focus on the topic of sexual assault on college campuses and in the wider culture. Scholars and activists in the movement to end interpersonal violence are moving universities forward to change the climate on campuses as well as in our communities. In the midst of new products and programs geared toward helping potential victims and reducing their risk of sexual assault, primary prevention advocates are continuing to focus efforts on changing larger cultural norms that underlie all forms of interpersonal violence and developing programming to alter potential perpetrator behavior. Primary prevention programming, paired with feminist-based policies and education, can create safer spaces for all students on campus, including survivors of violence. We must assess the efficacy and effectiveness of training and education efforts about interpersonal violence. The purpose of the current study is to share initial assessment data on one such program at a mid-sized master’s comprehensive university located in the southeast United States. The authors share this preliminary programming information and assessment data to promote progress in the field and to relay the challenges of assessing programs that are constantly evolving.","PeriodicalId":287450,"journal":{"name":"Feminist Teacher","volume":"42 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126247972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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