This edited collection addresses the institutional context and
social issues in which teaching the women's studies introductory
course is embedded and provides readers with practical classroom
strategies to meet the challenges raised. The collection serves as
a resource and preparatory text for all teachers of the course
including experienced teachers, less experienced teachers, new
faculty, and graduate student teaching assistants. The collection
will also be of interest to educational scholars of feminist and
progressive pedagogies and all teachers interested in innovative
practices.
The contributors discuss the larger political context in which
the course has become a central representative of women's studies
to a growing, although less feminist-identified, population.
Increased enrollments and changes in student population are noted
as a result, in part, of the popularity of Introduction to Women's
Studies courses in fulfilling GED and diversity requirements. New
forms of student resistance in a climate of backlash and changes in
course content in response to internal and external challenges are
also discussed. Evidence is provided for an emerging paradigm in
the conceptualization of the introductory course as a result of
challenges to racism, heterosexism, and classism in women's studies
voiced by women of color and others in the 1980s and 1990s.
Sensationalist charges that women's studies teachers, including
those who teach the Introduction to Women's Studies course, are the
academic shock troops of a monolithic feminism are challenged and
refuted by the collection's contributors who share their struggles
to make possible classrooms in which informed dialogue and
disagreement are valued.
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