Educating Women: A Conference on the Education of Girls and Women for Professors, Students, Teachers, Activists, Researchers and Concerned Citizens
Society for Educating Women: Fifth International Conference 2012 theme is (Re)Voicing the Lexicon of Educating Women: On Contemporary Feminist Pedagogy. The conference will take place September 25 and 26, 2012 in St. Louis, MO. Submissions must be filed electronically on the Open Conference System (OCS) no later than April 15, 2012. For more details see: http://educatingwomen.net/conferences/index.php/sew2012/
Call for Proposals information: (Re)Voicing the Lexicon of Educating Women: On Contemporary Feminist Pedagogy
What forms can the telling, sharing, and imagining of contemporary feminist pedagogy take that will (re)voice the lexicon of educating women? Building on last year’s conference focus on diversity, we will take a fresh look at the methods, theories and practice of teaching situated in and out of the academy that lay claim to being feminist in nature. What are the forms, language and knowledge of feminist pedagogy, and who are the people that practice it? We acknowledge that feminist pedagogy intersects practice in multiple strategies working towards equity, including questioning our own assumptions and engaging in reflective practice, and we invite a multiplicity of expression in reconceptualizing the aims of feminist pedagogy. In part, goals of feminist pedagogy are to create gender equity through empowerment of students; to create gender equity through creating community or communal classroom spaces; the embodiment of shared leadership, collaboration and cooperation; knowledge of disciplines that intersect many facets of cultural identifiers; and to create meaningful ways to engage students in critical thinking and inquiry about topics of gender issues, including inequality, privilege, and power. Within a multiplicity of forms of feminist pedagogy, multiple truths can reveal themselves to create a unified pastiche of what feminist pedagogy is, and the consequent positive social change that is possible. Questions to guide this discourse and engagement:
What critical transgressions of the past inform today’s momentum?
How do we define feminist pedagogy–does it look/feel/read differently today than the forms practiced by past feminists that forged pathways of opportunities for us currently?
What critical transgressions need to be considered and conceptualized at all levels of education of women?
What forms can the telling, recording, performing, and imagining of contemporary feminist pedagogy take that will (re)voice the lexicon of educating women?