Embodying Controversy Through Feminist Pedagogy
The papers in this special issue were inspired by a workshop designed to engage with the myriad ways that controversy manifests in feminist pedagogies in post-secondary geography classrooms. Whether early in their careers or more senior, all special issue contributors reflect upon what and how they have been (in)formally taught – as both students and instructors – and learned what to teach, how to teach, and how to connect with other educators about the challenges of engaging with controversy in/as critical pedagogies. This introduction explores how the authors, individually and collectively, offer emotionally informed analyses of their embodied pedagogies and the consequent exclusions and discriminations resulting from them. We explore how the contributors envision ‘world-making’ alternatives within colleges and universities, assuming in some small capacity the responsibility for recreating academic institutions as more socially just. Although it is our goal to use controversy as a lens to disrupt the academic institutions and the systems of oppression upon which they are founded, the imperfectness of our disruptions was evident in the workshop (as explored in this issue) and acknowledged in the construction of this special issue as well.
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