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In Feminist Praxis Revisited, Women's and Gender Studies (WGS)
practitioners reflect on how the field has sought to integrate its
commitment to activism and social change with community-based
learning in post-secondary institutions.Teaching about and for
social change has been a core value of the field since its
inception, and co-op, practica, and internships have long been part
of the curriculum in the professional schools. However, liberal
arts faculties are increasingly under pressure to integrate
community engagement practices and respond to labour market demands
for greater student ""employability."" That demand creates
challenges and possibilities as WGS programs and instructors adapt
to changing post-secondary agendas. This book examines how WGS
programs can continue to prioritize the foundational critiques of
inequality, power, privilege, and identity in the face of a
post-secondary push toward praxis as resume building, skills
acquisition, and the bridging of town-and-gown differences. It
pushes students to reflect critically on their own experiences with
feminist praxis through critical reflections offered by the
contributors along with examples of practical approaches to
community-based/experiential learning.
The four essays in this collection present a multifaceted
conversation about what is at stake in 'passing on' the
institutionalized project of Women's Studies at this historic
moment. The authors come to this conversation from a diversity of
histories, commitments and investments in Women's Studies. Framed
by the argument that Women's Studies is a project fraught with
uncertainty, the authors explore what it means to live within this
uncertainty and how one might respond to it intellectually,
emotionally, politically, institutionally and pedagogically. In
exploring their own responses and taking into consideration
responses from other feminist intellectuals, the authors subject
their practices to the same kind of academic critique to which they
subject the discipline, its location, theories, methods and
pedagogies. The purpose of these essays is not to enact these
responses nor to fix a firm direction for the future of the
discipline; but rather, by looking back and attending to the now,
inspire us to grapple with what might be possible.
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