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ERIC Number: EJ920711
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0882-4843
Teaching Dangerously: When Feminisms Collide
Weitz, Rose
Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v20 n3 p226-236 2010
A common (although not universal) goal of feminist teachers is to create a "safe environment" in the classroom. The meaning of that term, however, varies considerably--some hope students will feel they can share personal feelings and experiences without fear of judgment, some that students will feel they can state their opinions without fear of challenge, and some that students will feel safe to explore intellectual arguments without fear of ridicule. Nevertheless, in each case there is the expectation that teachers will do something to protect students from harm or discomfort. In reality, no teacher can consistently protect his or her students from harm or discomfort. Even the most authoritarian teacher, who relies solely on lectures and squashes all student participation, cannot know how course materials will affect individual students nor control how students interact with each other. In this article, the author provides a case study of an especially "dangerous" class in which students were deeply divided into different (although still feminist) camps. In addition, she analyzes the strategies she used--and some she should have used--to deal with this divide and with the dangers it posed.
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/main.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A