Abstract
This interview study analyzes 22 communication scholars’ experiences of teaching about feminism. Beyond questioning understandings of feminism in the communication classroom, a theory of privileged vulnerability emerged regarding the privilege of teaching about feminism and the vulnerability we--as self-identified feminist educators--embody via this privilege. Implications include recognizing our privileges and vulnerabilities, as well as how they relate to student interactions, to enact a reflexive, embodied pedagogical praxis.
DOI
10.31446/JCP.2018.09
Recommended Citation
Stern, M. D. (2018). Privileged pedagogy, vulnerable voice: Opening feminist doors in the communication classroom. Journal of Communication Pedagogy, 1, 41-51. https://doi.org/10.31446/JCP.2018.09
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