Engaged and Embodied (Feminist) Pedagogy

Developed by Karla J. Strand
Gender and Women’s Studies Librarian
Office of the GWS Librarian
February 2025

This bibliography is number 107f in the series “Bibliographies in Gender and Women’s Studies,” published by the University of Wisconsin System Office of the Gender and Women’s Studies Librarian. It was developed as part of “Embodying Feminism: Calling In, Calling Out, Calling to Action – A set of bibliographies supporting the 2025 Conference of the UW System Women’s and Gender Studies Consortium.”

This bibliography can be used in conjunction with #105g: Feminist Pedagogy and Praxis.

Introduction

Inspired by the scholarship of bell hooks, this bibliography focuses on pedagogical practices that explicitly link theory to action and center student engagement, well-being, and empowerment. Because hooks draws from the lived experiences of multiply marginalized groups, her model of engaged and transgressive pedagogies opens the door to understanding the feminist classroom as an embodied community immersed in material and corporeal realities. Resources here address pedagogies of resistance and hope as feminist scholars face ongoing challenges to curriculum and content in the form of book bans, anti-critical race theory bills, attacks on queer and trans youth, and legislation aimed at the elimination of diversity, equity, and inclusion and WGSS. Resources focused on the Scholarship of Teaching and Learning (SOTL) and High Impact Practices (HIPs) are highlighted, including anti-racist, decolonial, accessible, and queer practices in curriculum, pedagogy, and administration. 

Please note that while most of these resources are focused on higher education, some focused on K12 schooling and public pedagogies are included. This bibliography builds on previous bibliographies, and there is little duplication, so please also see bibliographies 4, 98b, and 105g as well.