Giraud, EHS (2015) Feminist praxis, critical theory and informal hierarchies. Journal of Feminist Scholarship, 7/8 (1). 43 -60. ISSN 2158-6179

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Abstract

This article draws on my experiences teaching across two undergraduate media modules in a UK research-intensive institution to explore tactics for combatting both institutional and informal hierarchies within university teaching contexts. Building on Sara Motta’s (2012) exploration of implementing critical pedagogic principles at postgraduate level in an elite university context, I discuss additional tactics for combatting these hierarchies in undergraduate settings, which were developed by transferring insights derived from informal workshops led by the University of Nottingham’s Feminism and Teaching network into the classroom. This discussion is framed in relation to the concepts of “cyborg pedagogies” and “political semiotics of articulation,” derived from the work of Donna Haraway, in order to theorize how these tactics can engender productive relationships between radical pedagogies and critical theory.

Item Type: Article
Additional Information: ©Journal of Feminist Scholarship, the Author
Uncontrolled Keywords: feminist pedagogy, informal hierarchies, critical theory, poststructuralism, neoliberalism
Subjects: B Philosophy. Psychology. Religion > B Philosophy (General)
H Social Sciences > H Social Sciences (General)
H Social Sciences > HT Communities. Classes. Races
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Humanities and Social Sciences > School of Humanities
Depositing User: Symplectic
Date Deposited: 20 Aug 2015 15:26
Last Modified: 23 May 2016 08:17
URI: http://eprints.keele.ac.uk/id/eprint/834

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