Read more
List of contents
List of Figures
List of Contributors
Series Editors’ Foreword
Acknowledgements
Introduction: Troubling Post-truth Populism: Feminist Interventions, Penny Jane Burke (University of Newcastle, Australia), Julia Coffey (University of Newcastle, Australia), Rosalind Gill (City University of London, UK) and Akane Kanai (Monash University, Australia)
Part I: Truth
1. Truth Parasites, Right-Wing Fury and the Predicaments of Feminist Expertise, Jane Kenway (University of Melbourne, Australia)
2. The weaponization of ‘gender’ beyond gender: The entrenchment of ‘coloniality of power’ and ‘pedagogies of cruelty’, Isis Giraldo (University of Lausanne, Switzerland)
3. Truth, Power and Pedagogy: Feminist Knowledge and Education in a ‘Post-truth’ Time, Raewyn Connell (University of Sydney, Australia)
4. Something Resembling ‘Truth’: Reflections on Critical Pedagogy in the New ‘Post-truth’ Landscape, Sondra Hale (University of California, Los Angeles, USA)
Part II: Feminism and Education
5. Situating the Feminist Classroom: Between Free Speech and Media Myth, Nicola Rivers (University of Gloucestershire, UK)
6. Persistence, Patience and Persuasion: Critical Reflections on Creating Space for Indigenous Content in Australian University Curricula, Susan Page (Western Sydney University, Australia)
7. Anti-feminist Misogynist Shitposting: The Challenge of Feminist Academics Navigating Toxic Twitter, Xumeng Xie, Idil Cambazoglu, Bárbara Berger-Correa and Jessica Ringrose (UCL Institute of Education, University College London, UK)
8. Embodied Wilfulness: #MeToo Girls’ Activism, Affects, and ‘Complaint as Feminist Pedagogy’, Ileana Jiménez (Columbia University, USA)
Part III: Gender Politics Beyond the Classroom
9. Populist Politics in a Market-Leninist State: (Re)Thinking Gender in Vietnam, Thanh-Nhã Nguyen (Central European University, Vienna, Austria) and Matthew McDonald (Fulbright University, Ho Chi Minh City, Vietnam)
10. Embracing Feral Pedagogies: Queer Feminist Education through Queer Performance, Alyson Campbell (University of Melbourne, Australia), Meta Cohen (wreckedAllprods, Australia), Stephen Farrier (Royal Central School of Speech and Drama, University of London, UK) and Hannah McCann (University of Melbourne, Australia)
11. Fight the Patriarchy: Digital Feminist Public Pedagogy and Post-Feminist Media Culture in Indonesia, Annisa R. Beta (University of Melbourne, Australia)
Conclusion: Beyond True and Fale: Reflecting and Rebuilding Towards Feminist Pedagogies of Care, Akane Kanai (Monash University, Australia), Julia Coffey(University of Newcastle, Australia), Penny Jane Burke (University of Newcastle, Australia) and Rosalind Gill (City University of London, UK)
References
Index
About the author
Penny Jane Burke is Global Innovation Chair of Equity and Director of the Centre of Excellence for Equity in Higher Education at University of Newcastle, Australia, and is the former Editor of Teaching in Higher Education.Julia Coffey is Senior Lecturer in Sociology at the University of Newcastle, NSW, Australia.Rosalind Gill is Professor of Social and Cultural Analysis at City University of London, UK.Akane Kanai is Lecturer in the School of Film, Media and Journalism at Monash University, Australia.
Summary
What does it mean to be pedagogical in a post-truth landscape? How might feminist thought and action work to intervene in this environment?
Gender in an Era of Post-truth Populism draws together leading feminist scholars of gender and education to explore the current significance of the rise of populist policies and discourses and the challenges it poses to the hard-won battles regarding the rights of women, immigrants, and minorities. Offering the first detailed feminist intervention in this space, the collection explores the significance of populism for feminist pedagogies and practices in relation to gender and education. This exploration has significance for broader and urgent questions of our times regarding knowledge, authority, truth, power and harm and considers the potential for feminist interventions in relation to pedagogies and activisms to speak back and disrupt populist agendas.
Foreword
Draws together leading feminist scholars of gender and education to explore the current significance of the rise of populist policies and discourses and the challenges it poses to the hard-won battles regarding the rights of women, immigrants, and minorities.
