Doing Feminist and Activist Learning Outcomes: What Should Students Be Able To Do as a Result of this Women’s and Gender Studies Project/Course/Curriculum?

Authors

  • Danielle DeMuth Grand Valley State University

Abstract

This essay reviews feminist pedagogical literature on multiple modes of feminist experiential learning, identifies the gap between the women’s studies social justice mission and the courses and assignments developedto achieve it, and proposes the development of activism-specific knowledge and skills goals that are targeted and sequenced across the curriculum.

Résumé

Cet essai effectue une révision de la littérature pédagogique sur de multiples modes d’expérimentation d'apprentissage féministe. Il identifie l'écart entre la mission de justice des études sur les femmes, ainsi que les cours et travaux développés à cet effet, et propose le développement d'une connaissance militante-spécifique, ainsi que les objectifs de compétences ciblés et enchaînés à travers le curriculum.

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Author Biography

Danielle DeMuth, Grand Valley State University

Danielle M. DeMuth, Grand Valley State University in Allendale, MI, teaches courses in gender studies, global feminism, feminist theory, and lesbian, gay and queer literature. She co-edited the anthology Unsexing Gender, Engendering Activism: Readings in Gender Studies in 2009. She received the Pew Teaching Excellence Award in 2010 and the Student Award for Faculty Excellence in 2011.

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Published

2012-05-17

Issue

Vol. 35 No. 2 (2012): "Disorderly Conduct" / Women's Studies and Pedagogy

Section

Women's Studies and Pedagogy

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