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Dreams of Uncommon Languages: Transnational Feminist Pedagogy and Multilingual Poetics.

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Title: Dreams of Uncommon Languages: Transnational Feminist Pedagogy and Multilingual Poetics.
Authors: Neigh, Janet1 jmn29@psu.edu
Source: Feminist Formations. Spring2014, Vol. 26 Issue 1, p70-92. 24p.
Subject Terms: *Women's studies, *Gender studies, *Teaching, *Language & education, *Multilingual education, Feminism
Abstract: In the past thirty years, great strides have been made to diversify the curriculum in women's and gender studies in terms of race, class, nationality, gender, and sexuality; however, linguistic diversity, perhaps not surprisingly, often remains an inherent stumbling block. What Adrienne Rich famously characterized in the 1970s as "the dream of a common language," unfortunately often defaults to English in feminist classrooms throughout North America. This article argues that women's and gender studies, as a discipline, needs to reflect more fully on the limitations of classroom discussions conducted in English and to develop more instructional strategies to engage multilingual voices. To this end, the article suggests that lessons based on multilingual and vernacular poetry by women can be used to disrupt the desires for a transparent univocal language, and to transform the widespread perception that multilingualism fosters disengagement and miscommunication. A key aspect of the approach involves using vernacular English poems to introduce students to the borderlands between different languages. By focusing on classroom strategies, the article demonstrates the value of small-scale acts, in addition to broader curricular changes for transforming systems of oppression. [ABSTRACT FROM AUTHOR]
Copyright of Feminist Formations is the property of Johns Hopkins University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Dreams of Uncommon Languages: Transnational Feminist Pedagogy and Multilingual Poetics.
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  Data: <searchLink fieldCode="AR" term="%22Neigh%2C+Janet%22">Neigh, Janet</searchLink><relatesTo>1</relatesTo><i> jmn29@psu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Feminist+Formations%22">Feminist Formations</searchLink>. Spring2014, Vol. 26 Issue 1, p70-92. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Women's+studies%22">Women's studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+studies%22">Gender studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+%26+education%22">Language & education</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingual+education%22">Multilingual education</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism%22">Feminism</searchLink>
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  Data: In the past thirty years, great strides have been made to diversify the curriculum in women's and gender studies in terms of race, class, nationality, gender, and sexuality; however, linguistic diversity, perhaps not surprisingly, often remains an inherent stumbling block. What Adrienne Rich famously characterized in the 1970s as "the dream of a common language," unfortunately often defaults to English in feminist classrooms throughout North America. This article argues that women's and gender studies, as a discipline, needs to reflect more fully on the limitations of classroom discussions conducted in English and to develop more instructional strategies to engage multilingual voices. To this end, the article suggests that lessons based on multilingual and vernacular poetry by women can be used to disrupt the desires for a transparent univocal language, and to transform the widespread perception that multilingualism fosters disengagement and miscommunication. A key aspect of the approach involves using vernacular English poems to introduce students to the borderlands between different languages. By focusing on classroom strategies, the article demonstrates the value of small-scale acts, in addition to broader curricular changes for transforming systems of oppression. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Feminist Formations is the property of Johns Hopkins University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1353/ff.2014.0007
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      – SubjectFull: Women's studies
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      – SubjectFull: Teaching
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      – SubjectFull: Language & education
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      – SubjectFull: Multilingual education
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      – SubjectFull: Feminism
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      – TitleFull: Dreams of Uncommon Languages: Transnational Feminist Pedagogy and Multilingual Poetics.
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