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ERIC Number: ED382955
Record Type: Non-Journal
Publication Date: 1995-Mar-23
Pages: 14
Abstractor: N/A
Reference Count: N/A
Collaboration and Conflict in the Feminist Classroom.
Looser, Devoney
For an instructor who is working to reconcile "collaboration" and "feminism" in composition studies, it is necessary to explore how this critical coupling provides potential conflicts in theories and pedagogical practices. The following three premises need to be explored: (1) feminist collaborative methods and theorizing may not be as new as some would like to believe; (2) feminist collaborative methods and theorizing may not be as freeing as some would like to believe; and (3) feminist collaborative methods viewed as critical or pedagogical givens may be a political mistake, especially where conflict is downplayed. With regard to the first premise, it is important to note that "collaboration" is not a notion that surfaced with the 1980s cachet of French feminism. Citing a work of Anne Rugles Gere and Mara Holt, Angela Lunsford and Lisa Ede argue that feminists must go back at least to the 19th century, if not to the Romans, to understand the ways in which "collaborative pedagogy" has provided women with an important tradition. With regard to the second premise, it should be noted that many theories of collaborative pedagogies replicate current humanist stereotypes of "the feminine" and of "authorship" more generally. "Collaboration," when claimed as a maternal feminist practice, inadvertently reinforces essentialist thinking. With regard to the third premise, it should be noted that "collaboration" could be seen as conservative, as presuming consensus or agreement. Feminists must learn to see conflicts as productive. (Contains 18 references.) (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A