Feminist Pedagogy and Praxis

Developed by Kelsey Foster
Administrative Assistant
Office of the GWS Librarian
University of Wisconsin
January 2024

This bibliography is number 105g 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 “Honoring Our Past, Securing Our Future: Resilience and Reclamation in Higher Education – A set of bibliographies supporting the 2024 Conference of the UW System Women’s and Gender Studies Consortium.”

Introduction

This bibliography explores the transformative praxis of the women’s, gender, and sexuality studies classroom and its growth and evolution over the past fifty years. It aims to address pedagogies of resistance and hope as feminist scholars face new 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 (DEI) and WGSS. It particularly highlights Scholarship of Teaching and Learning (SoTL) and High Impact Practices (HIPs) focused on DEI in STEM, including anti-racist, decolonizing, and queer(ing) practices in curriculum, pedagogy, and administration. Feminist pedagogy intersects with the long genealogy of feminist methodologies, theories, and social justice. Accordingly, we also consider the history of feminist and transfeminist thought in a variety of contexts and perspectives.