Introduction: Feminist Popular Education

Pedagogies, Politics, and Possibilities
Part of the Comparative Feminist Studies Series book series (CFS)


The transnational political landscape has been reconfigured, over the past couple of decades, in ways that have significant implications—both challenges and possibilities—for feminist practice. We cite a few of the most obvious examples. Neoliberal economic restructuring has not only exacerbated material inequalities for the majority of men and women, but has also inscribed market rationality across wide swathes of public life. The achievement of constitutional gender equality in national and international forums has granted a tenuous legitimacy to gender and sexual-diversity political claims but neither provided for their realization nor prevented socially conservative and fundamentalist political movements from targeting women’s bodies. New media have extended not only the capabilities and reach of feminist activism, but also that of forms of violence against women. A range of “new” global issues (such as HIV and AIDS, climate change, trafficking in women and children, Indigenous peoples’ sovereignty struggles, disability, and the violent racialization of immigrant and refugee communities) have pushed their way onto feminist agendas. These, the most obvious examples, along with other multifaceted developments of the past few decades—uneven, ambiguous, and contradictory in their gendered effects—have generated new political spaces, obstacles, and strategic opportunities for feminist activists, advocates, and analysts.


Pedagogical Practice Gender Norm Social Transformation Feminist Politics Critical Pedagogy 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Ahmed, Sara. 2004. The Cultural Politics of Emotion. London: Routledge.Google Scholar
  2. Alexander, Jacqui M. 2005. Pedagogies of Crossing: Meditations on Feminism, Sexual Politics, Memory, and the Sacred. Durham: Duke University Press.CrossRefGoogle Scholar
  3. Bickham Mendez, Jennifer. 2008. “Globalizing Scholar-Activism: Opportunities and Dilemmas through a Feminist Lens.” In Charles R. Hale, ed., Engaging Contradictions: Theory, Politics, and Methods of Activist Scholarship. Berkeley: University of California Press, 136–63.Google Scholar
  4. Bondi, Liz. 2009. “Teaching Reflexivity: Undoing or Reinscribing Habits of Gender?” Journal of Geography in Higher Education 33 (3):327–37.CrossRefGoogle Scholar
  5. Brock, Karen, and Jethro Pettit, eds. 2007. Springs of Participation: Creating and Evolving Methods for Participatory Development. Warwickshire, UK: Practical Action Publishing.Google Scholar
  6. Brydon-Miller, Mary. 2004. “The Terrifying Truth: Interrogating Systems of Power and Privilege and Choosing to Act.” In Mary Brydon-Miller, Patricia Maguire, and Alice McIntyre, eds., Traveling Companions: Feminism, Teaching, and Action Research. Westport, CT: Praeger Publishers, 3–17.Google Scholar
  7. Cho, Daniel, and Tyson Lewis. 2005. “The Persistent Life of Oppression: The Unconscious, Power, and Subjectivity.” Interchange 36 (3):313–29.CrossRefGoogle Scholar
  8. Choules, Kathryn. 2007. “Social Change Education: Context Matters.” Adult Education Quarterly 57 (2):159–76.CrossRefGoogle Scholar
  9. Cruikshank, Barbara. 1999. The Will to Empower. Ithaca, NY: Cornell University Press.Google Scholar
  10. Ecclestone, Kathryn, and Dennis Hayes. 2009. The Dangerous Rise of Therapeutic Education. London: Routledge.Google Scholar
  11. Edwards, Richard, and Robin Usher. 2000. Globalisation and Pedagogy: Space, Place, and Identity. London: Routledge.CrossRefGoogle Scholar
  12. Ellsworth, Elizabeth. 1989. “Why Doesn’t This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy.” Harvard Educational Review 59:297–324.CrossRefGoogle Scholar
  13. Ellsworth, Elizabeth. 2005. Places of Learning: Media, Architecture, Pedagogy. New York: Routledge.Google Scholar
  14. Fernandes, Leela. 2003. Transforming Feminist Practice: Non-violence, Social Justice, and the Possibilities of a Spiritualized Feminism. San Francisco, CA: Aunt Lute Books.Google Scholar
  15. Freire, Paulo. 1985. The Politics of Education: Culture, Power and Liberation. Westport, CT: Bergin and Garvey.Google Scholar
  16. Freire, Paulo. 2004. Pedagogy of Hope: Reliving Pedagogy of the Oppressed. New York: Continuum Publications.Google Scholar
  17. Freire, Paulo. 2009. Pedagogy of the Oppressed. 30th Anniversary Edition. New York: Continuum Publications.Google Scholar
  18. Grewal, Inderpal, and Caren Kaplan. 1994. “Introduction: Transnational Feminist Practices and Questions of Postmodernity.” In Inderpal Grewal and Caren Kaplan, eds., Scattered Hegemonies: Postmodernity and Transnational Feminist Politics. Minneapolis: University of Minnesota Press, 1–33.Google Scholar
  19. Harter, Lynn M., Laura L. Ellingson, Mohan Dutta, and Stephanie Norander. 2009. “The Poetic is Political… And Other Notes on Engaged Scholarship.” In Lynn M. Harter, Mohan J. Dutta, and Courtney E. Cole, eds., Communicating for Social Impact. Cresskill, NJ: Hampton Press, 33–46.Google Scholar
  20. Hernandez, Adriana. 1997. Pedagogy, Democracy, and Feminism: Rethinking the Public Sphere. Albany: State University of New York PressGoogle Scholar
  21. Hooks, Bell. 2010. Teaching Critical Thinking: Practical Wisdom. New York: Routledge.Google Scholar
  22. Kindon, Sara, Rachel Pain, and Mike Kesby, eds. 2007. Participatory Action Research Approaches and Methods: Connecting People, Participation, and Place. New York: Routledge.Google Scholar
  23. Lather, Patti. 2001. “Ten Years Later, Yet Again: Critical Pedagogy and Its Complicities.” In Kathleen Weiler, ed., Feminist Engagements: Reading, Resisting, and Revisioning Male Theorists in Education and Cultural Studies. New York: Routledge, 183–95.Google Scholar
  24. Lugones, Maria. 2003. “Playfulness, ‘World’-Traveling, and Loving Perception.” In Pilgrimages = Peregrinajes: Theorizing Coalition against Multiple Oppressions. Lanham, MD: Rowman & Littlefield.Google Scholar
  25. Macedo, Donaldo. 2007. “Afterword.” In Peter McLaren and Joe L. Kincheloe, eds., Critical Pedagogy: Where Are We Now? New York, NY: Peter Lang Publishing, Inc.Google Scholar
  26. Mayo, Peter. 2004. Liberating Praxis: Paulo Freire’s Legacy for Radical Education and Politics. 1st ed. Westport, CT: Praeger Publishers.Google Scholar
  27. Mohanty, Chandra. 2003. Feminism without Borders: Decolonizing Theory, Practicing Solidarity. Durham, NC: Duke University Press.CrossRefGoogle Scholar
  28. Nagar, Richa, and Amanda Lock Swarr. 2010. “Introduction: Theorizing Transnational Feminist Praxis.” In Amanda Lock Swarr and Richa Nagar, eds., Critical Transnational Feminist Praxis. Albany: SUNY Press, 1–20.Google Scholar
  29. Newman, Janet. 2010. “Toward a Pedagogical State? Summoning the ‘Empowered’ Citizen.” Citizenship Studies 14 (6):711–23.CrossRefGoogle Scholar
  30. Rozas, Claudia. 2007. “The Possibility of Justice: The Work of Paulo Freire and Difference.” Studies in the Philosophy of Education 26:561–70.CrossRefGoogle Scholar
  31. Sangtin Writers, and Richa Nagar. 2006. Playing with Fire: Feminist Thought and Activism through Seven Lives in India. Minneapolis: University of Minnesota Press.Google Scholar
  32. Scholz, Sally. 2008. Political Solidarity. University Park: The Pennsylvania State University Press.Google Scholar
  33. Sharma, Aradhana. 2008. Logics of Empowerment: Development, Gender, and Governance in Neoliberal India. Minneapolis: University of Minnesota Press.Google Scholar
  34. Shotwell, Alexis. 2011. Knowing Otherwise: Race, Gender, and Implicit Understanding. University Park: Pennsylvania State University Press.Google Scholar
  35. Solinger, Rickie, Madeline Fox, and Kayhan Irani, eds. 2008. Telling Stories to Change the World: Global Voices on the Power of Narrative to Build Community and Make Social Justice Claims. New York and London: Routledge.Google Scholar
  36. Thayer, Millie. 2010. Making Transnational Feminism: Rural Women, NGO Activists, and Northern Donors in Brazil. New York: Routledge.Google Scholar
  37. Waller, Marguerite, and Sylvia Marcos. 2005. “Introduction.” In Marguerite Waller and Sylvia Marcos, eds., Dialogue and Difference: Feminisms Challenge Globalization. New York: Palgrave Macmillan.Google Scholar
  38. Walters, Shirley, and Linzi Manicom. 1996. “Introduction.” In Shirley Walters and Linzi Manicom, eds., Gender in Popular Education: Methods for Empowerment. London: Zed Books, 1–22.Google Scholar
  39. Weiler, Kathleen. 1994. “Freire and a Feminist Politics of Difference.” In Peter McLaren and Colin Lankshear, eds., The Politics of Liberation: Paths from Freire. London: Routledge, 12–40.Google Scholar
  40. Weiler, Kathleen. 2001. “Rereading Paulo Freire.” In Kathleen Weiler, ed., Feminist Engagements: Reading, Resisting and Revisioning Male Theorists in Education and Cultural Studies. New York: Routledge, 67–87.Google Scholar

Copyright information

© Linzi Manicom and Shirley Walters 2012

Authors and Affiliations

There are no affiliations available

Personalised recommendations