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ERIC Number: EJ1101624
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: ERIC
Reference Count: 11
ISBN: N/A
ISSN: ISSN-0882-4843
Teaching Note: Using Zines to Teach about Gender Minority Experiences and Mixed-Methods Research
Etengoff, Chana
Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v25 n2-3 p211-218 2015
Although many students at Barnard College, Columbia University select the elite, women's liberal arts college because of its feminist legacy, students often report that their understanding of gender and sexuality evolves during their time on campus as they become more knowledgeable of feminist discourse and queer theory. As a result, courses open to all academic years of study often house a diverse range of voices regarding feminism, sexuality, and gender identity. It therefore becomes important to design lesson plans that respect the plurality of voices in the room while providing students with the empirical tools to scientifically engage the complex relationships among personality psychology, social norms, and sexual/gender identity development. For some time now, psychologists (e.g., Vygotsky) have found that integrated knowledge structures are best acquired through meaningful activities--in which case, the educator's task is to empower students to analytically explore a discipline's relevance to their world. Building upon this premise, this article reviews the process of how students' empirical skill development and zine engagement led to a transformative learning experience. Zines are self-published, often autobiographical narratives that offer opportunities for authors to make meaning of contentious and challenging issues such as LGBTQ identity, heteronormativity, and sexual minority stress. The article describes how one professor uses Barnard College's extensive collection of zines to engage students in a discussion of the power dynamics involved in social science research and highlight the sociopolitical context of the zine movement while exposing students to the importance of empirical rigor.
University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)