Diversity, Inclusion, and Equity Resources

In Men Explain Things to Me, Rebecca Solnit takes on the conversations between men who wrongly assume they know things and wrongly assume women don't. The ultimate problem, she shows in her comic, scathing essay, is female self-doubt and the silencing of women. Writer, historian, and activist Rebecca Solnit is the author of fourteen books about civil society, popular power, uprisings, art, environment, place, pleasure, politics, hope, and memory, most recently The Faraway Nearby, a book on empathy and storytelling. She is a Harper's Magazine contributing editor.

At the Center reflects on how the study of gender has changed and how studying gender has affected our research methods and our knowledge of the world around us. In honor of Bell Hooks' prophetic work, Feminist Theory: From Margin to Center, the volume considers how advances in gender research represent a centering of feminist knowledge and an understanding of the process by which feminist knowledge is constructed. A multinational group of contributors explore relatively new problems such as the integration of transgender study, traditional topics in so far as they incorporate current knowledge and methodological issues pertaining to the effects of research on the researcher and the researched as well as other epistemological matters associated with the construction of gender knowledge. Chapters reflect the strength of a range of qualitative methods including life histories and auto-ethnography and explore the ways that large sample quantitative analyses can enhance understanding of everyday dilemmas. The interdisciplinary nature of gender studies and the cross-pollination of theoretical perspectives are illustrated as is the globalization of gender theory, research and policies.

Teaching and Learning Like a Feminist is a conversation between academics in Women's Studies and Gender Studies about the politics of pedagogy in higher education. What does it mean to embody feminism in universities today? Written in a creative narrative style, Mackinlay explores the discursive, material and affective dimensions of what it might mean to live the personal-as-political-as-performative in our work as teachers and learners in the contemporary climate of neo-liberal universities. This book is both theory and story and aims to bring feminist theorists such as Virginia Woolf, H l ne Cixous, Sara Ahmed and bell hooks together in conversation with Mackinlay's own experiences, and those of women she interviewed, in their diverse roles as 'feminist-academic-subjects'. The fluid writing style presented is a deliberate attempt to enact a 'post-academic' form of literature and is playfully punctuated by black and white drawings. Teaching and Learning Like a Feminist captures the precarious position of Women and Gender Studies in universities today, as well as the 'danger' inherent in grounding teaching and learning work in feminist politics. Mackinlay wraps herself in both and invites us to do the same. This book is designed to stimulate reflection and lively class discussion and is appropriate for courses in curriculum studies and pedagogy, education, feminism and feminist theory, gender and women's studies, and narrative inquiry.

In this new collection, contributors from a variety of disciplines provide a critical context for the relationship between feminist pedagogy and academic feminism by exploring the complex ways that critical perspectives can be brought into the classroom. This book discusses the processes employed to engage learners by challenging them to ask tough questions and craft complex answers, wrestle with timely problems and posit innovative solutions, and grapple with ethical dilemmas for which they seek just resolutions. Diverse experiences, interests, and perspectives--together with the various teaching and learning styles that participants bring to twenty-first-century universities--necessitate inventive and evolving pedagogical approaches, and these are explored from a critical perspective. The contributors collectively consider the implications of the theory/practice divide, which remains central within academic feminism's role as both a site of social and gender justice and as a part of the academy, and map out some of the ways in which academic feminism is located within the academy today.