Document Type
Contribution to Book
Language
eng
Publication Date
2012
Publisher
Fordham University Press
Source Publication
Jesuit and Feminist Education: Intersections in Teaching and Learning for the Twenty-first Century
Source ISSN
9780823233328
Abstract
This chapter relates the concept of positionality from feminist theory and pedagogy to the Ignatian paradigm to show how its focus on the individual, at the expense of the structural, fails to acknowledge the unequal power relationships that disadvantage students from minority groups. Focusing on the positionality of gay and lesbian students in the author's classroom at a Jesuit college, it explores how becoming attentive to our own positions with respect to our students allows us better to examine how relationships of domination and subordination between members of oppressed and privileged groups in larger social and ecclesial contexts are re-created at the micro-level in the classroom.
Recommended Citation
Tobin, Theresa Weynand, "Transformative Education in a Broken World: Feminist and Jesuit Pedagogy on the Importance of Context" (2012). Philosophy Faculty Research and Publications. 642.
https://epublications.marquette.edu/phil_fac/642
Comments
Published version. "Transformative Education in a Broken World: Feminist and Jesuit Pedagogy on the Importance of Context," in Jesuit and Feminist Education: Intersections in Teaching and Learning for the Twenty-first Century. Eds. Jocelyn M. Boryczka, Elizabeth A. Petrino, Jeffrey P. von Arx, and Charles L. Currie. New York: Fordham University Press 2012. DOI. © 2012 Fordham University Press. Used with permission.