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InAEA 2010 December Meeting Minutes

PARTICIPANTS:

Hoeptner Hurricane, SageStage Minotaur, Marylou Goldrosen, Liliann Ling, and Kristy Handrick

ANNOUNCEMENTS:

    1. I made a simple handout for InAEA members who are newbies and trying to understand SL. The handout can be found at http://www.inaea.org/post/2010/11/28/InAEA-Second-Life-Orientation.aspx
    2. The Virtual Worlds Best Practice in Education (VWBPE) is calling for paper now! For more information please visit: http://www.vwbpe.org/calls/2011-call-for-proposals

DISCUSSION: It is my honor to have Linda Hoeptner Poling, aka Hoeptner Hurrican, from Kent State University as our facilitator this month.

Topic Discussion: How do we make feminism(s) visible in our teaching? What strategies do we apply? How can we make feminism(s) more visible in our teaching?

The following tenets of feminist pedagogy speak to all women and men, all girls and boys, with a call for equity, faith in possibilities for an equitable society, and a meaningful construction of self in relation to one’s gender.
-       All human experiences are tempered by gender and gender inequities exist. It is possible to reduce these inequities and promote positive social change,
-       The aim of feminist pedagogy is to create gender equity through empowerment of students and through creating communal classroom spaces.
-       Feminist pedagogy embodies shared leadership, collaboration and cooperation. As feminist educators, we must practice multiple strategies, including     questioning our own gender assumptions and engaging in reflective practice.
-       Feminist pedagogy acknowledges that content knowledge of and in the arts intersects many facets, including sex, gender, race, ethnicity, ability, etc. Gender identities are complex.
-       Feminist pedagogy aims for meaningful ways to engage students in critical thinking and inquiry about topics of gender issues, including inequality, privilege, and power.
-       Feminist pedagogy should define and identify goals of equity in a way that is flexible and inclusive.
-       Feminist teachers treat students as individuals, creating equitable (not necessarily equal) conditions for male and female students.

by

Linda Hoeptner Poling, Ph.D.
Assistant Professor, Art Education
School of Art
Kent State University

Hoeptner Hurricane: We know many think of "feminism" as a "f" word....what else could it be?

Marylou Goldrosen: Gendered

Hoeptner Hurricane: Gendered pedagogy.....what an interesting notion. Does it remove an bias in your opinion? Does it sound as if gender is a central focus vs. a conscious variable? Gender tempers everything, as we know.

Hoeptner Hurricane: Marylou, would gendered pedagogy differ, then, from feminist pedagogy?

Marylou Goldrosen: It would include the masculine and transgender views

SageStage Minotaur: "how do we make feminism(s)/feminist pedagogy visible in our teaching? For example, walking yesterday across campus with 4 students I pointed out the names inscribed on the buildings: Goethe, Wagner, ... about 16 names and asked who is missing. Someone said "Dewey." I said we can think of particularly people or think people that do not share something in common with all these listed. They did not get it and so I named Hildegard de Bingen, etc. --and soon they visibly could see women were missing.

Hoeptner Hurricane: I agree, Marylou--we can't (ever) forget the boys, and I think current feminism does include the boys, I dare say equally so; hence the new talk of "gender" vs. feminism. This reminds me of a debate a few years ago at NAEA WC meeting in which we debated whether or not to change our name of Women's Caucus to something more inclusive. What every came of that, Karen?

Hoeptner Hurricane: Karen, were they disturbed by this absence, or just visible newly aware?

SageStage Minotaur: Feminism is not exclusive to only about women and girls. Feminism, as bell hooks, has beautifully written is about and for everybody.

They were puzzled. Next on went on about the elms trees and the racist discourse (see Esther Parada's article, When the Bough Breaks, in JSTAE. They were surprised how much they had not seen or thought about or even thought to consider in their walk previously. It gets brought up now and then, just as it does in the Women's Studies program at Penn State. There are some who feel that gender issues are not the same as feminist issues.

Liliann Ling: I think feminism is always political

Hoeptner Hurricane: Yes, I agree is always political, but when I conceptualize what fem pedagogy is in K-12 and what it is in Higher Ed, I think the waters get muddy.

SageStage Minotaur: feminism pedagogy makes visible that everything is political. So it is good that when referring to your teaching there is an awareness of the political nature of curriculum, room arrangements, relationships, ....

Liliann Ling: I agree Linda. in k-12 it is even more difficult

I think teacher can include feminist pedagogy in their teaching. But the political nature make it difficult to use the term

Hoeptner Hurricane: For those of us that prepare future art teachers, we have a heavy responsibility. Liliann, why in your opinion is it harder in K-121? Do you mean to practice feminist pedagogy? to apply it meaningfully? or the political nature makes it more of a challenge?

SageStage Minotaur: Linda, what do you mean about conceptualization gets muddy depending age group in making feminist pedagogy visible?

Hoeptner Hurricane: Karen, I'm thinking about the various forms of resistance I encounter whenever feminist pedaogy strategies are mentioned, considered for K-12; foks (whether it is my studnents; fellow professors, etc.) find it too politically controversial to apply strategies with children and feel instead that they should just be "having fun" and making "cool stuff--why add the could of controversy they wonder?

SageStage Minotaur: I used to feel that way, in not naming what I do as feminist pedagogy. However, I thought about Betty Friedan's call to women to name their practice--and that a problem had been in thing that was not named

I begin by asking what is patriarchal pedagogy

I name patriarchy practice, and reveal that--this is how I make feminist pedagogy visible.

Patriarchy is not marked in world, while feminism is. I make both visible

Feminism is about equity, care, listening, and speaking out when silenced (in all the ways silencing happens).

It is not easy. People with privilege and power (and this is situational) may be unaware or frightened of equity.

Hoeptner Hurricane: Naming things, implies making things visible

Making things visible, creates potential for movement and for things to happen. If we name patriarchal pedagogy, we bring it out of the assumed. I'm recalling an article that pushed for MORE masculinity in curriculum, that school is more biased toward girl learning.

Marylou Goldrosen: Schools are so top-down with Administration power now. And women can be very negative towards other women

I called myself a reluctant feminist--same as you--difficult times made me more activist

Kristy Handrick: In my college time I had been challenged about my ablilty just because I am a female...

Hoeptner Hurricane: Kristy, did it matter that your ability was questioned by a male/female professor? What if the gender of the professor had been reversed?

Kristy Handrick: that was a male professor, he was our department chair... I used my hard work to prove I can do even better than those guys...

he accepted me finally... but it was the time make me start my feminist research

Hoeptner Hurricane: Is that what it takes, Kristy, to go beyond and work even harder than the boys, in order to prove ourselves? I think that feminist pedagogy practices in pure form would make effort like that not necessary

Kristy Handrick: very interesting way of thinking, Linda... I never think like that, because I always think to do my best on everything... and I know I am better, and work harder than others

SageStage Minotaur: Calling attention to the need for women to prove themselves while men do not in many situations is making feminist pedagogy visible.

Hoeptner Hurricane: Kristy, of course; trying your best is a given; I just wonder what kind of disruptions those skewed expectations cause in students' learning; of course, the disruptions can either empower, disempower, defeat, environ....it just depends. You obviously were empowered to prove this prof wrong. I applaud you, but with sadness that you had to go to the extra-effort mode of working

Marylou Goldrosen: Yes, so we got to support each other.

We empower each other and that is what the Women's Caucus does best

Kristy Handrick: I think I was lucky because I got the chance to show my ability... and may others don't

if those women don't have the chance to show how good they can be, how can others see that?

Hoeptner Hurricane: So, a feminist pedagogy sets the conditions for not worrying about different expectations then, one set for boys, the other set of expectations for girls?

SageStage Minotaur: One way to support each other is to bring transparency, to reveal what is hidden to many--this changes the cultural climates of our work places so that it is about support.

Often decisions are made, people left out of the decisions that impact their daily life with what has been called the Old Boys Network, which can include women. Women are steeped in patriarchy and continue to support patriarchal practices.

 

FIELD TRIP: RMB city is built by a Chinese female artist. For more information about her idea of building this sim can be found at: http://npirl.blogspot.com/2009/10/interview-in-chinese-and-english-with.html http://maps.secondlife.com/secondlife/RMB%20City%201/143/32/126

 

Next meeting time: January 8 (Sat),

6 AM SL time= 6AM PST, 7AM MST, 8 AM CST, 9 AM EST;

Sydney=1:00; Frankfurt=15:00; Taipei=22:00

You are very welcome to join us!

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