Identifying the specific complexities and historical context of post-Mao Chinese literary women's rhetoric, along with ways they have been misread, the author argues in general that Western feminist critics need to be cautious about applying their concepts to non-Western women's literature. (Contains 7 notes.)

In this article, the authors call for tying service learning to feminist agendas, emphasizing civic activism involving true collaboration with communities. They report on a graduate seminar, "Feminism and Composition," at their own university that worked toward this goal by having students self-reflectively participate in local organizations that…

Identifies a teaching method which calls upon students to prepare and present lessons for most of the semester. Notes that the technique allows the instructor to derive more enjoyment from teaching and spend less time preparing lessons. Describes application of the method in a "Feminist Theory in the Humanities" course. (SG)

Describes experiences in helping women students discover their own voices and grounding that voice in their own experience. (CRH)

Unpacks some of the underlying assumptions of the modes of knowing that inform "ludic" and "Red" feminist pedagogies and how the pedagogy of critique is a pedagogy of emancipation, whereas the pedagogy of desire, at its most radical moment, is simply a pedagogy of liberation, specifically individual libidinal liberation. (TB)