Page 28 - Šolsko polje, XXXI, 2020, 5-6: Teaching Feminism, ed. Valerija Vendramin
P. 28
šolsko polje, letnik xxxi, številka 5–6
curricula and forced to creep into the teaching practices: feminism – that
creepy thing. It is mostly left up to the willingness of teachers to do fem-
inism in the classrooms; conversely, their unwillingness to unquestiona-
bly accept the patriarchal ordering of higher education. Thus, feminism,
its principles and practices (still) hold a marginal position in higher edu-
cation. Nonetheless, feminism resists and, despite the backlashes that aim
to extort a price for not being willing to support institutional walls as they
exist, including their gendered power relations, it persists.
What our article has attempted to show and hopefully achieved is
that rather than accommodating feminism to fit higher education, its
institutional walls and accompanying silences and silencing – mostly
through and by allowing its neoliberal variant to enter in the compan-
ionship of post-feminism narratives that are ill equipped to face the chal-
lenges coming from right-wing movements, that is, by the “complicities of
institutionalizations” (Wiegman, 2002, p. 89), it is higher education that
must be adjusted – remade and reshaped – according to feminist princi-
ples (and other social justice principles). After all, feminist knowledge is
indeed, as bell hooks (2000, p. 24) emphasises, for everybody.
References
Acker, S. (1994). Gendered education: Sociological reflection on women, teach-
ing and feminism. Open University Press.
Ahmed, S. (2006a). Queer phenomenology. Duke University Press.
Ahmed, S. (2006b). The nonperformativity of antiracism. Meridians,
7(1), 104–126. Retrieved July 5, 2020, from http://www.jstor.org/
stable/40338719.
Ahmed, S. (2012). On being included: Racism and diversity in institutional
life. Duke University Press.
Ahmed, S. (2014). Willful subjects. Duke University Press.
Ahmed, S. (2015). Introduction: Sexism – a problem with a name. new for-
mations: a journal of culture/theory/politics, 86, 5–13. Retrieved June 15,
2020, from https://www.muse.jhu.edu/ article/604486.
Ahmed, S. (2016a). An affinity of hammers. Transgender studies quarterly, 3(1–
2), 22–34.
Ahmed, S. (2016b). Feministkilljoys: Resignation is a feminist issue.
Retrieved July 9, 2020, from https://feministkilljoys.com/2016/08/27/
resignation-is-a-feminist-issue/.
Ahmed, S. (2017). Living a feminist life. Duke University Press.
Antić Gaber, M. (2017). Mapping Women’s and Gender Studies
in the Academic Field in Slovenia. CEPS Journal, 7(2),
26
curricula and forced to creep into the teaching practices: feminism – that
creepy thing. It is mostly left up to the willingness of teachers to do fem-
inism in the classrooms; conversely, their unwillingness to unquestiona-
bly accept the patriarchal ordering of higher education. Thus, feminism,
its principles and practices (still) hold a marginal position in higher edu-
cation. Nonetheless, feminism resists and, despite the backlashes that aim
to extort a price for not being willing to support institutional walls as they
exist, including their gendered power relations, it persists.
What our article has attempted to show and hopefully achieved is
that rather than accommodating feminism to fit higher education, its
institutional walls and accompanying silences and silencing – mostly
through and by allowing its neoliberal variant to enter in the compan-
ionship of post-feminism narratives that are ill equipped to face the chal-
lenges coming from right-wing movements, that is, by the “complicities of
institutionalizations” (Wiegman, 2002, p. 89), it is higher education that
must be adjusted – remade and reshaped – according to feminist princi-
ples (and other social justice principles). After all, feminist knowledge is
indeed, as bell hooks (2000, p. 24) emphasises, for everybody.
References
Acker, S. (1994). Gendered education: Sociological reflection on women, teach-
ing and feminism. Open University Press.
Ahmed, S. (2006a). Queer phenomenology. Duke University Press.
Ahmed, S. (2006b). The nonperformativity of antiracism. Meridians,
7(1), 104–126. Retrieved July 5, 2020, from http://www.jstor.org/
stable/40338719.
Ahmed, S. (2012). On being included: Racism and diversity in institutional
life. Duke University Press.
Ahmed, S. (2014). Willful subjects. Duke University Press.
Ahmed, S. (2015). Introduction: Sexism – a problem with a name. new for-
mations: a journal of culture/theory/politics, 86, 5–13. Retrieved June 15,
2020, from https://www.muse.jhu.edu/ article/604486.
Ahmed, S. (2016a). An affinity of hammers. Transgender studies quarterly, 3(1–
2), 22–34.
Ahmed, S. (2016b). Feministkilljoys: Resignation is a feminist issue.
Retrieved July 9, 2020, from https://feministkilljoys.com/2016/08/27/
resignation-is-a-feminist-issue/.
Ahmed, S. (2017). Living a feminist life. Duke University Press.
Antić Gaber, M. (2017). Mapping Women’s and Gender Studies
in the Academic Field in Slovenia. CEPS Journal, 7(2),
26
