Contribution to Book
Fordham University Press
Jesuit and Feminist Education: Intersections in Teaching and Learning for the Twenty-first Century
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.
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.