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Informationen zum Autor BARBARA SCOTT WINKLER is Director of Women's Studies at Southern Oregon University. She has been teaching introductory courses in women's studies since 1993 and has published numerous articles on feminist pedagogy. CAROLYN DIPALMA is Assistant Professor in the Department of Women's Studies at the University of South Florida where she teaches courses in feminist theory, political theory, women's health, and human sexual behavior./e Her current research addresses the challenge for feminist theory to discuss race and sex at the same time. Klappentext This edited collection addresses the institutional context and social issues in which teaching the women's studies introductory course is embedded and provides readers with practical classroom strategies to meet the challenges raised. The collection serves as a resource and preparatory text for all teachers of the course including experienced teachers, less experienced teachers, new faculty, and graduate student teaching assistants. The collection will also be of interest to educational scholars of feminist and progressive pedagogies and all teachers interested in innovative practices. The contributors discuss the larger political context in which the course has become a central representative of women's studies to a growing, although less feminist-identified, population. Increased enrollments and changes in student population are noted as a result, in part, of the popularity of Introduction to Women's Studies courses in fulfilling GED and diversity requirements. New forms of student resistance in a climate of backlash and changes in course content in response to internal and external challenges are also discussed. Evidence is provided for an emerging paradigm in the conceptualization of the introductory course as a result of challenges to racism, heterosexism, and classism in women's studies voiced by women of color and others in the 1980s and 1990s. Sensationalist charges that women's studies teachers, including those who teach the Introduction to Women's Studies course, are the academic shock troops of a monolithic feminism are challenged and refuted by the collection's contributors who share their struggles to make possible classrooms in which informed dialogue and disagreement are valued. Zusammenfassung This edited collection addresses the institutional context and social issues in which teaching the women's studies introductory course is embedded and provides readers with practical classroom strategies to meet the challenges raised. Inhaltsverzeichnis Foreword Introduction The Introductory Course: A Voice from the Broader Field of Women's Studies by Barbara Scott Winkler and Carolyn DiPalma Overviews/Resources The Ideologue, the Pervert, and the Nurturer, or Negotiating Student Perceptions in Teaching Introductory Women's Studies Courses by Vivian M. May Conceptualizing the Introduction to Women's Studies Courses at the Community College by Karen Bojar Reading Women's Lives: A New Database Resource for Teaching Introduction to Women's Studies by Mary Margaret Fonow with Lucy Bailey Theorizing Expectations Border Zones: Identification, Resistance, and Transgressive Teaching in Introductory Women's Studies Courses by Katherine Ann Rhoades Revisiting the "Men Problem" in Introductory Women's Studies Classes by Glyn Hughes "Is This Course Just About Opinions or What?" Scripted Questions as Indicators of Group Development in an Introduction to Women's Studies Class by Toni C. King Students' Fear of Lesbianism by Margaret Duncombe "When I Look at You, I Don't See Race" and Other Diverse Tales from the Introduction to Women's Studies Classroom by Lisa Bowleg Inter-Racial Teaching Teams, Anti-Racism, and the Politics of White Resistance: Teaching Introduction to Women's Studies at a Predominantly White Research Institution by Audre...
