The aim of this field is to cluster and promote research which reflects on feminist studies and education, understood as an umbrella under which many different kinds of discipline transgressing research, teaching and learning practices (including technology mediated ones) are clustering. Research within the field scrutinizes how feminist studies challenge conventional academic modes of working – researching, teaching, and learning – as well as organizing. Through self-reflexive analyses of many types of feminist academic practices, this research also contributes to an enhancement of the innovative powers of the area helping to make them go more in-depth as well as to extend them into still new areas of feminist research, teaching and learning. An important starting point is a broad understanding of the field as profiled by passionately scholarly and political endeavours aimed to critically transform the disciplines from within as well as, via multi-, inter-, trans- and postdisciplinary modes of working and organizing, to contribute to critical reconfigurations of disciplinary ways of knowledge production, teaching and learning.
Research on the modes of working and organizing of feminist studies, started in the wake of the feminist movements of the 1970s and the processes of institutionalisation, eventually happening at universities all over the world. Back then, an often debated framework for this self-reflexive research, was autonomy/integration. Since then, the field has generated numerous sophisticated international debates on reconfigurations of epistemologies, methodologies, ethics, writing processes, teaching and learning practices as well as their intertwinement with not only the world of thought, but also with affectivity and embodiment.
Against this background, research within this field is carried out in self-reflexive dialogues with research, teaching and learning practices which open spaces and emerge in between disciplinary borders and which take inspiration from various kinds of intersecting activist practices (feminist, queer, trans, anti-racist, decolonial, anti-ableist, anti-speciest etc practices).
There are three main objectives of this research strand. First, it aims to critically-creatively reflect upon the correspondence between the design and delivery of the Gender Studies’ classroom and online courses in terms of content and applied teaching methods and learning activities and the level to which the learning outcomes (i.e., knowledge, competences, and skills) have been achieved by the students. Second, it strives to develop theories (e.g., of the role of affect/emotion in a learning context) that can inspire classroom and online teaching/learning practices and ultimately strengthen both the Gender Studies’ education and students’ ability to integrate the knowledge, they obtain, to analyze and deal with complex phenomena, but also to develop interpersonal and interactions skills. Third, it aims to bring together researches and teachers interested in feminist pedagogies, didactics, and education to form a permanent platform for the ongoing support, reflection, and cooperation with regard to the design and delivery of the Gender Studies’ courses and programs.
Ongoing projects: Technologies of Blended Education. Stimulating the Development of Generic Competences among Academic Graduates (Edyta Just, post doc project)