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Feminist praxis, critical theory and informal hierarchies

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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.

Publication Date May 18, 2015
Publicly Available Date Mar 29, 2024
Journal Journal of Feminist Scholarship
Print ISSN 2158-6179
Pages 43 -60
Keywords feminist pedagogy, informal hierarchies, critical theory, poststructuralism, neoliberalism
Publisher URL http://www.jfsonline.org/

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