Re-Claiming What We Know: Pedagogy and the F-Word

Authors

  • Lorie Jacobs University of Texas at Arlington

Keywords:

feminist theory, education, pedagogy

Abstract

As feminist scholars, we are called upon to dynamically challenge the barriers of social construction by our foremothers, hooks, Rich, Butler, Flynn, and others. An active feminist pedagogy requires critical consciousness and reflective practice for ourselves and our students. Yet, at today's university, where teaching is often devalued in favor of the research and publishing required for advancement, it is far too easy for theory to disconnect from practice. This response essay observes that such a disconnect may be at the root of a distancing from the F-word by the young women and girls we teach.

Author Biography

Lorie Jacobs, University of Texas at Arlington

Lorie is currently studying for her doctorate in Rhetoric and Composition at the UT-Arlington. Her research interests include pedagogical models for first year composition, graduate teacher training, and building partnerships between secondary and postsecondary educators.

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Published

2008-12-20

Issue

Section

dialogues