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ERIC Number: EJ835851
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: ERIC
Reference Count: 44
ISSN: ISSN-0882-4843
Critiquing the Rhetoric of "Safety" in Feminist Pedagogy: Women of Color Offering an Account of Ourselves
Kishimoto, Kyoko; Mwangi, Mumbi
Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v19 n2 p87-102 2009
With its emphasis on empowering students' voices and valuing experiential knowledge, and on collaborating and creating community, feminist pedagogy has long been understood as integral to the field of women's studies. Feminist theories and practices inform how educators teach within a feminist classroom. Very little research has been done, however, to illuminate the challenges of embodying feminist pedagogical practices that address the locationality and subjective positions of women faculty of color. In this paper, the authors critique the rhetoric of safety in feminist pedagogy. They use their own lived experiences and perceptions of safety, or lack of it, to disrupt and interrogate ways in which the hegemonic power of the dominant discourse in academic culture in general, and feminist pedagogy in particular, is embedded in constructing, naming, and defining feminist teaching and classroom environments. The authors argue that as women of color, they teach vulnerably based on their subjective identities, which play a major role in how they navigate through the pedagogical practices in the classroom. They demonstrate through their own experiences that the lived realities of women of color in academia are essential to how they teach as women of color, and how they can make invaluable contributions to conventional and feminist pedagogical discourses. (Contains 4 notes.)
University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A