Having, Being, and Doing Privilege: Three Lenses for Focusing on Goals in Feminist Classrooms

Auteurs-es

  • Kate M. Daley York University

Mots-clés :

privilege, oppression, identity, feminist theory, feminist practice, anti-oppression education

Résumé

Abstract
Using two published accounts of teaching experience in Women’s Studies classrooms by way of illustration, I argue that seeing privilege through three lenses—as something one has, something one is, and something one does—can assist feminist educators in meeting diverse goals in their anti-oppression classrooms as they continue to grapple with the messy and often contradictory challenges of privilege.

Résumé
Selon deux récits publiés sur des expériences d’enseignement dans les cours d’études des femmes à titre d’illustration, je fais valoir que le fait de considérer le privilège sous trois aspects—soit quelque chose que l’on a, quelque chose que l’on est et quelque chose que l’on fait—peut aider les éducateurs féministes à répondre à différents objectifs dans leurs cours anti-oppression alors qu’ils continuent à faire face aux défis embrouillés et parfois contradictoires que pose le privilège.

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Biographie de l'auteur-e

Kate M. Daley, York University

Kate M. Daley is a PhD Candidate in the Department of Political Science at York University in Toronto, Ontario. She holds a B.A. from the University of Waterloo and an M.A. from Queen’s University in Kingston. She lives in Waterloo, Ontario.

Références

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Bryson, Mary, and Suzanne de Castell. 1993. “Queer Pedagogy: Praxis Makes Im/perfect.” Canadian Journal of Education 18 (3): 285–305.

Davis, Kathy. 2008. “Intersectionality as Buzzword.” Feminist Theory 9 (1): 67–85.

Gore, Jennifer M. 1993. The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth. New York: Routledge.

_______. 2003. “What We Can Do for You! What Can ‘We’ Do for ‘You’? Struggling over Empowerment in Critical and Feminist Pedagogy.” In The Critical Pedagogy Reader, edited by Antonia Darder, Marta Baltodano, and Rodolfo D. Torres, 331–48. New York: RoutledgeFalmer.

Howard, Adam. 2008. Learning Privilege: Lessons of Power and Identity in Affluent Schooling. New York: Routledge.

Kumashiro, Kevin. 2002. Troubling Education: Queer Activism and Antioppressive Pedagogy. New York: RoutledgeFalmer.

McIntosh, Peggy. 2012. “Reflections and Future Directions for Privilege Studies.” Journal of Social Issues 68 (1): 194–206.

Tisdell, Elizabeth J. 1993. “Interlocking Systems of Power, Privilege, and Oppression in Adult Higher Education Classes.” Adult Education Quarterly 43 (4): 203–26.

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Publié-e

2015-09-30