Abstract

While critical pedagogy emphasizes the marginalized status of the learner, feminist pedagogy challenges the presumption of a one-dimensional power dynamic in the classroom by illuminating the intersecting axes of power along which everyone in a learning community, including the pedagog, can simultaneously enjoy privileges and experience marginalization. Yet there has been little empirical intersectional research on how the university as an institution interferes with critical and feminist teaching. Extending Torres’s intersectional theorization of critical pedagogy and building on sociological research on workplace inequality, we investigate the role of the neoliberal university in facilitating/obstructing feminist critical teaching. We conducted ethnography on three campuses across two countries, the United States and Peru. While we expected that our unconventional teaching methods combined with our foreignness, womanhood, and queerness would invite resistance from students, we found that the messages sent by the race- and gender-neutral neoliberal university were at the root of the illegibility of our teaching and our intellectual existence. We argue that the neoliberal university as it exists is antithetical to critical pedagogy in general, and feminist teaching in particular, attesting to the urgency of returning critical pedagogy to its roots in political organizing beyond formal education.

摘要

批判教育法强调学习者的边缘化地位，而女权主义教学法则通过阐明权力的相交轴心，使学习社区中的每个人，包括教育学者，都能同时享受特权和挑战，从而挑战了一维动力动力的假设。经历边缘化。然而，关于大学作为一个机构如何干涉批判和女权主义教学的研究很少有经验交叉研究。扩展托雷斯的批判教育学的交叉理论，并基于对工作场所不平等的社会学研究，我们研究了新自由主义大学在促进/阻碍女性主义批判教学中的作用。我们在美国和秘鲁这两个国家的三个校园中进行了人种志研究。虽然我们期望我们非常规的教学方法与我们的异国情调，女人味和古怪性相结合会引起学生的抵制，但我们发现，种族和性别中立的新自由大学发出的信息是我们教学难以理解的根源，我们的知识存在。我们认为，新自由主义大学的存在与一般的批判教育学是对立的，特别是女权主义的教学，证明了把批判教育学回归其根源于正规教育之外的政治组织的紧迫性。我们发现，种族和性别中立的新自由主义大学发送的信息是我们的教学和知识生活难以辨认的根源。我们认为，新自由主义大学的存在与一般的批判教育学是对立的，特别是女权主义的教学，证明了把批判教育学回归其根源于正规教育之外的政治组织的紧迫性。我们发现，种族和性别中立的新自由主义大学发送的信息是我们的教学和知识生活难以辨认的根源。我们认为，新自由主义大学的存在与一般的批判教育学是对立的，特别是女权主义的教学，证明了把批判教育学回归其根源于正规教育之外的政治组织的紧迫性。