Feminist pedagogy in the neoliberal university: on violence, vulnerability and radical care.
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| Title: | Feminist pedagogy in the neoliberal university: on violence, vulnerability and radical care. |
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| Authors: | Wilkinson, Eleanor1 (AUTHOR) eleanor.wilkinson@sheffield.ac.uk |
| Source: | Gender & Education. May2025, Vol. 37 Issue 4, p474-489. 16p. |
| Subject Terms: | *Campus violence, *Higher education, Feminism, Psychological distress, Consumers |
| Abstract: | What tensions do feminist educators face whilst working within the neoliberal university? In this paper, I reflect on the difficulties of practicing feminist pedagogies within a context of systemic violence, asking what space there is to create transformative classrooms whilst working within a marketized higher education system which produces widespread mental distress, over-stretched support structures and spiralling workloads. I provide autoethnographic reflections on my experiences of teaching an undergraduate module on gender, sexuality and space, a course that sought to challenge gendered systems of domination, and where students often drew upon personal experiences of violence. I reflect upon how feminist pedagogies can often be troubling and discomforting, and how discomfort is always a risk in a system which treats students as consumers. Ultimately, I explore the limits and vulnerabilities that feminist educators can often encounter when attempting to create liberatory and radically caring classrooms. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | What tensions do feminist educators face whilst working within the neoliberal university? In this paper, I reflect on the difficulties of practicing feminist pedagogies within a context of systemic violence, asking what space there is to create transformative classrooms whilst working within a marketized higher education system which produces widespread mental distress, over-stretched support structures and spiralling workloads. I provide autoethnographic reflections on my experiences of teaching an undergraduate module on gender, sexuality and space, a course that sought to challenge gendered systems of domination, and where students often drew upon personal experiences of violence. I reflect upon how feminist pedagogies can often be troubling and discomforting, and how discomfort is always a risk in a system which treats students as consumers. Ultimately, I explore the limits and vulnerabilities that feminist educators can often encounter when attempting to create liberatory and radically caring classrooms. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09540253 |
| DOI: | 10.1080/09540253.2025.2471286 |
