education

When the classroom leaves the mainstream

An exploration of alternative education as a feminist practice 

There is no universal answer to this question. The aim of examining what “feminism” looks like in the classroom inherently necessitates a stated, coherent definition of the word. “Feminism in the classroom” would not look the same among (a hypothetical group of) teachers who define themselves exactly alike in various categories—age, sex, gender, sexual preference, race, geographic location, political stance, cultural affiliation, etc. ad infinitum—let alone among the multi-faceted diversity of actual teachers. With each individual, a new definition of feminism emerges; with each new definition, a new way of enacting feminism in

Meanings of words more significant than sounds in overall comprehension of text

Sonal Kumar, 2008

Introduction

Meanings of words more significant than sounds in overall comprehension of text

Sonal Kumar, 2008

Introduction

Objection to Dalke’s methodology for “Lifting Belly”

In class on November 6, 2008, Professor Anne Dalke gave a sketch of an argument based on work by Louis Althusser and Antonio Gramsci that goes something like: people want to be 'hailed and recruited' so they submit to others' domination. She gave as an example, the classroom. Students at Bryn Mawr College pay upwards of $35,000 a year to attend Bryn Mawr and in doing so allow professors and the administration control over them (ie submit to domination). In return, students feel recognized as subjects, in particular, as scholars (ie feel 'hailed and recruited' by those in power). As a feminist math major who has