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.

本文记录了我们为破坏性别研究教学中知识殖民性再生产而进行的合作持续斗争。我们记录了我们的非殖民化女权主义激进主义是如何在我们的教学法中实现的，它以女权主义对“奇迹”的解释为指导（Irigaray，1999 年；Ahmed，2004 年；hooks，2010 年）与非殖民化理论一起阅读，包括 Ramón Grosfoguel、Walter D.米尼奥洛和玛丽亚·卢戈内斯。使用奇迹的概念作为教学法，我们试图在课堂上创造空间，在那里可以出现批判性的自我反思和批判性的智力和具体参与。我们创造这些空间的尝试包括多个方面或线索，当它们交织在一起时，可能会产生其他的知行合一方式，以打破澳大利亚背景下女权主义与殖民主义的共谋。