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Anne-Charlotte Ek diskuterar de pedagogiska verktyg hon använtför att introducera svårtillgängliga feministiska texter när honundervisat i genusvetenskap. En central utgångspunkt för henneär att understryka att all kunskapsproduktion och kunskapsförmedlingär situerad. Hon uppmanar oss att i vår undervisninganvända våra feministiska kunskapsteoretiska insikter. The article discusses personal experiences gained by a teacher in genderstudies and how she has addressed challenges such as the theoreticaldevelopment and institutionalization of feminist theory on one hand, andthe increasingly widened enrollment to higher education on the other. Theargumentation is underpinned by concrete examples taken from a coursewhere feminist poststructuralism is introduced. Special reference is madeto Donna Haraway’s epistemological standpoint that all knowledge productionis situated and that knowledge, in itself, always has social implications.If we transfer these insights to our classrooms, we need to consider howwe, as teachers, articulate, motivate and establish our own culture of academicknowledge production. The power, in this situation, concerns howwe relate to clashes of interests and the diversity of the range of possibilities, both in the interaction between teacher and student and between thestudents themselves. How we relate to these issues will result in differentopportunities for different students to conquer the conceptual tools thecourse is aimed to give them. The author is therefore both giving argumentsand, with practical examples, showing how an approach based on ‘walkingyour own talks’ can facilitate more equal power relations in our increasinglydiverse classrooms. |
