Tentacular Classrooms: Feminist Transformative Learning for Thinking and Sensing

• Integrative transformative learning in a feminist perspective asks students to engage in potentially troublesome and unsettling debates, to confront their own privilege and situated knowledges, and to experiment with conventional boundaries for knowledge production. We introduce the idea of the “tentacular classroom” grounded in the work of Haraway on tentacular thinking to show the ways in which the learning encounter, figured as a tentacular organism, allows for co-production and multiplicity in knowledge production. Through two illustrative examples from gender studies classrooms, we show what is at stake when unruly tentacles become involved in disrupting the boundedness imposed on teaching and learning in the neo-liberal university context. We conclude that a tentacular classroom entails confrontations with troublesome knowledges but also with troublesome unlearning as well, leading teachers and learners to an alternative point of departure for the learning encounter

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Lärande (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Learning (hsv//eng)

HUMANIORA  -- Annan humaniora -- Kulturstudier (hsv//swe)

HUMANITIES  -- Other Humanities -- Cultural Studies (hsv//eng)

Nyckelord

transformative pedagogy

social transformation

Donna Haraway

feminist pedagogy

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)