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.

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 Univesity Press 2012. DOI. © Fordham University Press 2012. Used with permission.

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