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Feminist Pedagogy: Fractures of Recognition in Higher Education

  • Genine HookEmail author
Chapter

Abstract

Hook explores how everyday institutional and educational norms can be contested and reworked through a generative feminist pedagogy creating educative spaces for queering privilege and normative social structures. The ‘doing’ of gender and power within university classrooms is often risky and contested in the delivery of queer and gendered content. Students often grapple with feminist activist pedagogy in ways that may attempt to re-claim dominance and normative hierarchies. University based mechanisms of student survey data, promotion criteria, casualisation and market-driven student expectation and demands, are entangled to develop problematic conditions of account for feminist early career researcher/academics. Following with Ahmed’s (2017), Living a Feminist Life, this chapter articulates ways in which the personal is theoretical can be embedded in academic becoming.

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Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.University of the Sunshine CoastSippy DownsAustralia

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