Literaturnachweis - Detailanzeige
| Autor/in | McDaneld, Jen |
|---|---|
| Titel | Activating Archives in Women's Studies 101: New Stories about Old Feminism and the Future |
| Quelle | In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 26 (2017) 1, S.53-71 (19 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0882-4843 |
| DOI | 10.5406/femteacher.26.1.0053 |
| Schlagwörter | Archives; Womens Studies; Introductory Courses; Feminism; Story Telling; Intervention; Teaching Methods; Student Attitudes; College Students; Electronic Libraries; Social History; Misconceptions; Use Studies; Educational Benefits; Learning Activities; North Carolina (Durham) |
| Abstract | The classroom is a sort of ground zero for feminist storytelling--it's there that we encounter the commonplace, surface stories students have absorbed about feminism, and it's there that we complicate, reiterate, or replace those stories through our syllabi and coursework. How can activating feminist archives in the classroom intervene in these storytelling practices? How can students build alliances across time and difference as they encounter archival sources? And what can this intervention, in turn, offer recent theorizations of the archive's place in feminism? In this essay the author explores her experiences with these stories in Women's Studies 101 alongside recent scholarship on archives, feminism, and pedagogy. Through an examination of her class's experience using Duke University Libraries' digital collection Women's Liberation Movement Print Culture, she traces the ways that archival practices intervene in student attitudes toward feminist history and its relationship to intersectionality and difference. Drawing this experience together with areas of feminist and pedagogical scholarship not frequently in conversation allows us to see how digital archives can be a powerful tool for imagining the future of coalitional feminism. It also demonstrates the benefits of drawing a recursive relationship between pedagogical practice and scholarship, allowing each to build on and shape the other. (ERIC). |
| Anmerkungen | University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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