Wonder as feminist pedagogy: disrupting feminist complicity with coloniality

Ramos, Fabiane ORCID: https://orcid.org/0000-0002-0690-1681 and Roberts, Laura (2021) Wonder as feminist pedagogy: disrupting feminist complicity with coloniality. Feminist Review, 128. pp. 28-43. ISSN 0141-7789


Abstract

This article documents our collaborative ongoing struggle to disrupt the reproduction of the coloniality of knowledge in the teaching of Gender Studies. We document how our decolonial feminist activism is actualised in our pedagogy, which is guided by feminist interpretations of ‘wonder’ (Irigaray, 1999; Ahmed, 2004; hooks, 2010) read alongside decolonial theory, including that of Ramón Grosfoguel, Walter D. Mignolo and María Lugones. Using notions of wonder as pedagogy, we attempt to create spaces in our classrooms where critical self-reflection and critical intellectual and embodied engagement can emerge. Our attempts to create these spaces include multiple aspects or threads that, when woven together, might enable other ways of knowing-being-doing that works towards disrupting feminist complicity with coloniality in the Australian context.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 07 Mar 2022 01:19
Last Modified: 26 Oct 2022 23:55
Uncontrolled Keywords: gender studies; coloniality; decolonality; wonder; feminist pedagogy; Sara Ahmed; Luce Irigaray; María Lugones
Fields of Research (2020): 44 HUMAN SOCIETY > 4405 Gender studies > 440505 Intersectional studies
44 HUMAN SOCIETY > 4405 Gender studies > 440503 Feminist theory
39 EDUCATION > 3901 Curriculum and pedagogy > 390199 Curriculum and pedagogy not elsewhere classified
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education
16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy
Identification Number or DOI: https://doi.org/10.1177/01417789211013702
URI: http://eprints.usq.edu.au/id/eprint/47063

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