When Students are Consumers: Reflections on Teaching a First-Year Gender Course (That is Not a Gender Studies Course)
Abstract
This paper considers my experiences teaching a first-year course, Gender and the Law, at York University. I situate these experiences in the context of the corporatization of universities under neoliberalism, and the scholarly literature on gender, race, and course evaluations. I contend that many students are disengaged and alienated, viewing themselves as consumers and me as a service provider. I outline some of my pedagogical strategies that attempt to disrupt student mindsets and promote engagement.
Résumé
Cet article examine mes expériences de l’enseignement d’un cours de première année, Gender and the Law (Le genre et le droit), à l’Université York. Je situe ces expériences dans le contexte de la privatisation des universités sous le néo-libéralisme, de la littérature scientifique sur le genre, la race et des évaluations de cours. Je soutiens que beaucoup d’étudiants sont désengagés et aliénés, se considérant comme des consommateurs et me considérant comme un prestataire de services. Je décris quelques-unes des stratégies pédagogiques que j’utilise pour tenter de bousculer la façon de voir les choses des étudiants et promouvoir l’engagement.
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References
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