Feminist Pedagogies, Positionality and Situatedness

This panel welcomes papers where feminist pedagogies in contemporary universities, art and activism are studied and developed. We are especially interested in the intersection of several struggles where the traditions of feminist pedagogies may be challenged or extended, by attention to multiple axes of power. Furthermore, the panel wishes to explore pedagogies that encourage alternative legitimacy claims for what counts as relevant knowledge in the classroom, curricula and academia in general, while maintaining a de-essentializing stance to student discussions on positionality and context. How does feminist pedagogy today engage with the recent challenges to familiar concepts like stand-point, positionality and situatedness in practice, when student cultures deal with fluidity, accountability and appropriation in novel ways? Which epistemic habits and grammars are students invited to, and how? If feminist pedagogy traditionally has creatively dealt with the question of who speaks, for whom, and from where, the panel wishes to discuss how feminist pedagogies today address instable identities that do not necessarily presuppose the grammar of the privileged self, but open new avenues for learning and contestation.