Working in Academic Institutions

Books & Chapters

• Baldwin, A. N., & Chandra, A. (2024). Critical transnational queer praxis: Perspectives on (re)production, performance, and punishment in the academy. In A. N. Baldwin & T. Haynes (Eds.), Global Black feminisms: Cross border collaboration through an ethics of care (pp. 180-200). Routledge.
• Eckert, S., & Stiner, L. (2018). Teaching girls online skills for knowledge projects: A research-based feminist intervention. In D. Harp, J. Loke, & I. Bachmann (Eds.), Feminist approaches to media theory and research (pp. 264-281). Springer International Publishing.
• Fitts, M. (2010). Institutionalizing intersectionality: Reflections on the structure of women’s studies departments and programs. In M. T. Berger & K. Guidroz (Eds.), The intersectional approach: Transforming the academy through race, class, and gender (pp. 249-257). University of North Carolina Press.
• Mayock, E. C., & Radulescu, D. (Eds.). (2010). Feminist activism in academia: Essays on personal, political and professional change. McFarland & Company, Inc.
• Messer-Davidow, E. (2002). Disciplining feminism: From social activism to academic discourse. Duke University Press.

Journal Articles

• Acker, S., & Wagner, A. (2019). Feminist scholars working around the neoliberal university. Gender and Education, 31(1), 62-81. https://doi.org/10.1080/09540253.2017.1296117
• Adsit, J., Doe, S., Allison, M., Maggio, P., & Maisto, M. (2015). Affective activism: Answering institutional productions of precarity in the corporate university. Feminist Formations, 27(3), 21-48. https://doi.org/10.1353/ff.2016.0008
• Bayfield, H., Colebrooke, L., Pitt, H., Pugh, R., & Stutter, N. (2019). Awesome women and bad feminists: the role of online social networks and peer support for feminist practice in academia. Cultural Geographies, 27(3), 415-435. https://doi.org/10.1177/1474474019890321
• Carillo, E. C. (2007). “Feminist teaching/teaching “feminism.” Feminist Teacher, 18(1), 28-40. https://www.jstor.org/stable/40546051
• Chávez, K. R. (2025). Coalitional possibilities and the making of GRIDS. Journal of Applied Communication Research, 53(3), 241-245. DOI 10.1080/00909882.2025.2509967
• Falcón, S. M., & Philipose, E. (2017). The neo-liberal university and academic violence: The women’s studies quandary. Feminist Review, 117(1), 186-192. https://doi.org/10.1057/s41305-017-0082-7
• Few, A. L., Piercy, F. P., & Stremmel, A. J. (2007). Balancing the passion for activism with the demands of tenure: One professional’s story from three perspectives. NWSA Journal, 19(3), 47-66. https://doi.org/10.1353/ff.2007.a224747
• Gil, C. G., Alcázar-Campos, A., & Valenzuela-Vela, L. (2024). Inhabiting the in-between: walls, bridges and interstices in our feminist academic practice. Gender and Education, 36(3), 283-298. https://doi.org/10.1080/09540253.2024.2325401
• Hallet, V. s., van der Muelen, E., Friedman, M., Gibaldi, D., & Carter, C. (2007). Women’s studies in focus: Infusing Feminism: A Discussion of methodology, pedagogy, and praxis. Atlantis: Critical Studies in Gender, Culture, and Social Justice, 32(1), 46-56. https://atlantisjournal.ca/index.php/atlantis/en/article/view/1149
• Hart, J. (2008). Mobilization among women academics: The interplay between feminism and professionalization. NWSA Journal, 20(1), 184-208. https://www.jstor.org/stable/40071258
• Krajewski, S. (1999). Women’s studies: Returning to our activist roots and achieving tenure along the way. Feminist Collections: A Quarterly of Women’s Studies Resources, 20(3), 4-7. https://minds.wisconsin.edu/handle/1793/22144
• Metzger, M. J. (2002). On joining the procession: Reflections of a second generation academic feminist: For Carmen and Carol, maestras animosas. Feminist Teacher, 14(1), 63-76. https://www.jstor.org/stable/40545869
• Mountz, A., Bonds, A., Mansfield, B., Loyd, J., Hyndman, J., Walton-Roberts, M., Basu, R., Whitson, R., Hawksin, R., Hamilton, T., & Curran, W. (2015). For slow scholarship: A feminist politics of resistance through collective action in the neoliberal university. ACME: An International Journal for Critical Geographies, 14(4), 1235-1259. https://doi.org/10.14288/acme.v14i4.1058
• Scanlon, J. (1993). Keeping our activist selves alive in the classroom: Feminist pedagogy and political activism. Feminist Teacher, 7(2), 8-14. https://www.jstor.org/stable/40545644
• ruby, j. (1997). Workshop: Rethinking the master’s tools: The impact of institutionalization on the movement vision of women’s studies. Off Our Backs, 27(8), 8–8. http://www.jstor.org/stable/25775927 
• Wiegman, R. (2002). Academic feminism against itself. NWSA Journal, 14(2), 18-34. https://muse.jhu.edu/pub/3/article/25377
• Wilkinson, E. (2025). Feminist pedagogy in the neoliberal university: on violence, vulnerability and radical care. Gender and Education, 37(4), 474-489. https://doi.org/10.1080/09540253.2025.2471286