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Panels: I.13. Feminist Knowledge and Methodologies in Education. Opportunities and ChallengesKeywords: feminist pedagogies, gender training, transformative institutional change in academia
BUILDING CAPACITIES FOR GENDER EQUALITY WORK IN ACADEMIA: FEMINIST PEDAGOGIES PRINCIPLES INFORMING AN EU LEVEL TRAINING PROGRAMME
1Smart Venice, Italy; 2Knowledge & Innovation, Italy; 3Yellow Window, Belgium
Since the last 2 decades, the European Commission and a broad community of gender experts and advocates have promoted “institutional change through Gender Equality Plans-GEPs” for gender equality in research. Priorities were set and areas of intervention defined for gender equality work in academia: gender balance in decision-making, gender equality in scientific careers, gender dimension in research content, gender in teaching, fighting gender-based violence. Such policy developments have been gaining further relevance as a new requirement has been set to public research institutions applying for Horizon Europe grants to have a GEP in place with some specific features. The GE Academy Project was funded within this framework, to deliver a coherent and multi-format capacity building program targeted at research organizations throughout Europe, entirely drawing on feminist pedagogies and with the aim to build transformative gender expertise (Mukhopadhyay & Wong, 2007; Bustelo, Ferguson, Forest, 2016). The program includes face-to-face training, in-depth workshops, summer schools, and an e-learning component consisting of webinars and DOCCs (feminist alternative to MOOCs created by FemTechNet). Started at the beginning of 2019, it has been substantially constrained in several respects by the unexpected covid19 outbreak, and in 2020 forced to move all formats in an online environment. The paper will present how feminist theories and approaches have informed the design, development, and evaluation of the program in a systematic way: building on previous efforts to identify key features of transformative gender training for gender mainstreaming (QUING Project/OPERA -Madrid Declaration, 2011) and so-called ‘PERFCKTSI’ principles (Participatory approaches, Empowerment, Reflexivity, recognition of multiple interpretations of Feminism, Contextualization, recognition of multiple Knowledges, social Transformation, Standpoint awareness, Intersectionality), 45 outcome standards have been selected and partially redefined based on a review of a vast body of literature on gender training, which have then been operationalized in an assessment and evaluation model for the entire program.
Our work will also discuss the implications and constraints deriving from adapting feminist pedagogy principles to gender training sessions supporting institutional change for equality in HE and research institutions, above all when these are delivered in purely online settings (Bustelo, Ferguson & Forest, 2016; Meier & Celis, 2011; Hoard, 2018). Relying on data collected from the first interim evaluation report, the paper will self-reflectively analyze efforts made to balance between the aim of building actionable and yet transformative gender expertise on the one hand and developing feminist consciousness and awareness on the other.
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Panels: I.13. Feminist Knowledge and Methodologies in Education. Opportunities and ChallengesKeywords: feminist pedagogy, resistance, power
COMPLICATING RESISTANCE IN FEMINIST PEDAGOGICAL THINKING AND PRACTICE
Loughborough University, UK, United Kingdom
In the contemporary discourse about feminism and higher education, feminist pedagogies are often depicted as a means of resistance against neoliberalism and its interlocking logics of sexism, racism, and other forms of discrimination and inequality (Light, Nicholas and Bondy 2015; David 2016; Revelles-Benavente and González Ramos 2017). It is certainly the case that shifts in economic policy have influenced university structures and practices across several contexts, and the changes across higher education are also well documented in the literature (Feldman and Sandoval 2018). Within this framework, much research about feminist pedagogies focuses on how they can incite and deliver change and, in effect, politicize and transform education and research. However, despite the frequency and commonality of this theoretical dynamic in the literature, the concept of resistance is itself undertheorized. Furthermore, only focusing on how feminist pedagogies and strategies challenge broader, macro-political powers shifts attention away from the power that is also harboured within and exercised through them (Gore 1993). This presentation therefore seeks to nuance the way in which resistance is theorized and utilized in relation to current feminist pedagogical theory and practice. Having offered some examples of how resistance is generally used in the field, I will present a complex case study from my own practice in Danish higher education. This case study will demonstrate how an open-minded consideration of student resistance to feminist pedagogies can re-orientate attention back onto the pedagogical encounter itself and reveal how even the more liberatory intentions are inevitably embroiled in power relations of domination, obedience, and freedom. Through this combined approach of theoretical critique and self-reflective writing, I argue that more attention should be given to the difficulties, complexities and contradictions of feminist pedagogies in specific contexts.
David, Miriam E. A Feminist Manifesto for Education. Polity, 2016.
Feldman, Zeena and Marisol Sandoval. “Metric Power and the Academic Self: Neoliberalism, Knowledge and Resistance in the British University.” tripleC, vol. 16, no. 1, 2018, pp. 214-233.
Gore, Jennifer. The Struggle for Pedagogies. Routledge, 1993.
Light, Tracy Penny, Jane Nicholas and Renée Bondy (eds.). Feminist Pedagogy in Higher Education: Critical Theory and Practice. Wilfrid Laurier University Press, 2015.
Revelles-Benavente, Beatriz and Ana M. González Ramos (eds.). Teaching Gender: Feminist Pedagogy and Responsibility in Times of Political Crisis. Routledge, 2017.
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Panels: I.13. Feminist Knowledge and Methodologies in Education. Opportunities and ChallengesKeywords: feminism, theory, practise, bell hooks, Chandra Talpade Mohanty
BETWEEN THEORY AND PRACTICE. FEMINIST PEDAGOGY AS EMPATHETIC INTERSECTIONAL ACTIVISM
University of Warsaw, Poland
As bell hooks emphasized in her article from 1991 Theory as Liberatory Practice, the power of liberatory feminist education for critical awareness that would be able to reinforce our collective repression is situated in the conviction that there is no split between feminists theory and practice. Taking into account hooks idea that the production of theory is a social practice that can be both liberatory and hegemonic, during my speech I would explore the possibilities of using feminist theory in empathetic approaches in the framework of feminist education.
For this purpose, I would present possibilities of conducting feminist theoretical workshops together with feminist activists in accordance with Chandra Talpade Mohanty’s thoughts of the obligations of feminist pedagogy focusing on both global and local capitalist, patriarchal and racial hegemony. As Mohanty emphasised in her book Feminism without Borders. Decolonizing Theory, Practicing Solidarity from 2003, theoretical tools based on a micro-macro perspective in the form of a grounded, local economic and social analysis combined with a global economic and political framework, seem to be especially helpful in the process of decolonization of Eurocentric white liberal feminism. Following Mohanty and hooks ideas I would therefore present the possibility of organising feminist political and intellectual community meetings with special attention to contemporary socialist-feminist critical theory tools, perspectives and subjects. Hooks account of theory as a shared empathy and the opportunity of formulation of a theory resulting from shared experience, would be in this context especially important for my perspective.
Furthermore, considering the problematic aspects of collaboration between the feminist pedagogue and feminist activists in the area of an academic institution, during my speech I would take into account hooks and Mohanty’s obligations of feminist social pedagogy that is paying attention to the diverse experience of women with the aim of building a political and intellectual anti-colonial feminist community and solidarity across the borders.
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Panels: I.13. Feminist Knowledge and Methodologies in Education. Opportunities and ChallengesKeywords: Femicide, visual culture, education, gender
FEMICIDE IN ART. AN EDUCATIONAL PROPOSAL
Università degli Studi di Roma Tor Vergata, Italia
ABSTRACT: While the importance of art in pedagogical work is now common heritage, the idea of using representations of femicide in art is totally new. The article proposes a selection of works used for educational purposes, emphasising their immersive artistic expressive power. The works examined range from the Tiziano's time to the denunciation of contemporary women artists.The political and media attention on femicide has not yet had a strong influence in the school and in the educational environment in general. The introduction of the theme would imply an investigation of the origins of the phenomenon in the context of symbolic violence and in a culture of long term domination. The understanding of violence and horror and its reduction to a purely emotional teaching raises many critical points. Avoiding this reductive view requires a careful reflection on gender education, its criticalities and the socially constructed imagery of the feminine and the masculine.
Bergson H.(1958), Essai sur le donnèes immédiates de la conscience, Paris, PUF.
Bourdieu P.(2001), Masculine Domination, Cambridge, Uk, Polity Press
Brambilla L.(2016), Divenir donne. L’educazione sociale di genere, Pisa, ETS
Corradi C.(2009), Sociologia della violenza. Modernità, identità, potere. Roma, Mel temi
Corradi, C. et al. (2016), «Theories of femicide and their significance for social re search», Current Sociology, 6 (7) pp. 975-995.
Debord G. (1994), The society of the spectacle, New York, Zone Books.
Dewey J. (1980), Art as Experience, New York, Berkley Publishing Group.
Durst M. (2006), Educazione di genere tra storia e storie: immagini di sé allo spec chio, Milano, FrancoAngeli.
Gombrich, E. H. (2009), Art and Illusion. A Study in the Psychology of Pictorial Representation , Londra: Phaidon Press
Griffero T. (2016), Il pensiero dei sensi. Atmosfere ed estetica patica, Milano, Guerini e associati.
Mitchell, W.J.T. (2015), Image Science. Iconology, Visual Culture and Media Aes thetics, Chicago, The University of Chicago Press
Mitchell, W.J.T. (2017), Pictorial Turn. Saggi di cultura visuale, Milano, Raffaello Cortina Editore
Ong W. J.(2002), Orality and Literacy. The technologizing of the world, New York Routledge
Peirce C.S. (2003), Pragratismo e grafi esistenziali, Milano Jaka Book
Schiller F. (2005), Lettere sull’educazione estetica dell’uomo. Callia o della Bellezza. Roma, Armando Editore
Weil, S. (2016), «Making femicide visible» Current Sociology, Special issue on Femicide, pp. 1-14.
Walker J.A, Chaplin S.(1997) Visual Culture: an introduction, Manchester, Man chester University Press.
Wojnar I. (1970), Estetica e pedagogia, Milano, La Nuova Italia.
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Panels: I.13. Feminist Knowledge and Methodologies in Education. Opportunities and ChallengesKeywords: COVID-19, YOUTH, SPAIN, SOCIAL NETWORKS, SUPPORT
SPANISH LGBT YOUTH IN TIMES OF COVID-19: SOCIAL SUPPORT AND THE USE OF SOCIAL NETWORKS.
1King Juan Carlos University, Spain; 2King Juan Carlos University, Spain
During the first wave of the pandemic in Spain (March-May 2020), youth with non-normative sexualities and gender identities experienced a particularly stressful situation under one of the toughest mobility restrictions in Europe and closed schools. Not only do they belong to a social minority, they alsowere experiencing intensive cohabitation with families that often do not accept them, away from those who support them. Our study evaluates the correlations between the use of online social networks, the perceptions of support received from families and friends, feelings of loneliness and of being a burden to others, and cohabitation with families or friends. We base our analysis on a sample of 445 participants, aged 13 to 21 years, who identify as LGBT+ and live in Spain. We used an online survey including the following tests: Questionnaire of Frequency and Satisfaction with Perceived Social Support, Interpersonal Needs Questionnaire, Items on the use of social networks and the Socio-demographic questionnaire.We performed a descriptive, multivariate analysis of variance and bivariate correlations. We found that LGBT+ youth acknowledged the stressful situation in which they lived and searched for mechanisms to cope. We also found that gender identity (cis or trans/non-binary gender) and developmental stage (youth) influence how social networks are used, whom people live with, and the how youth perceive themselves as being a burden. In general, trans and non-binary gender people make less use of social networks for contact with their families, peers and acquaintances,feel less supported, and perceive themselves as a burden. In conclusion, we gather relevant data that suggest the need to offer specific services to support LGBT+ youth in periods of crisis, both online and face-to-face, that consider the concrete needs of trans and non-binary youth.