Dr. Krista Grensavitch on authority, identity, and unknowability in feminist pedagogy, and incorporating objects into teaching and learning
Transcript created by Frankie Martinez.
In this episode, we discuss
Authority, identity and unknowability in the classroom, as well as the intersections of feminist pedagogy and disability studies, and incorporating objects into teaching and learning with Krista Grensavitch. What does feminist pedagogy look like in the classroom? How do we make the material personal? How might we think about teaching in terms of creating learner communities? How might feminist pedagogy intersect with disability studies and making our classrooms accessible?
- How would you define feminist pedagogy? What might this look like in the classroom? (1:57)
- What is intersectional feminism? (3:53)
- How do you make the material personal? (5:57)
- How might we think about teaching in terms of creating learner communities? (12:33)
- What is identity and knowability in teaching? In your dissertation? (14:55)
- What about authority and identity? (22:19)
- How do we cede authority in the classroom? (24:38)
- What is object lesson? How can we incorporate or co-create by incorporating objects? (29:05)
- Where are the gaps and silences that could not, that aren’t representative, that don’t communicate the complex, lived reality of a wide breadth of identities? (37:09)
- Any last advice? (43:12)
- Carter, Sarah Anne. Object Lessons: How Nineteenth-Century Americans Learned to Make Sense of the Material World. Oxford University Press., 2018. https://amzn.to/3gnKFUZ
- Grensavitch, Krista. Thinking with Things: Reimagining the Object Lesson as a Feminist Pedagogical Device in the Humanities Classroom. 2019. University of Wisconsin-Milwaukee, PhD dissertation. https://stereotypelife2020.files.wordpress.com/2020/08/grensavitch-selections-from-thinking-with-things.pdf
- Iverson, Susan V. “The Power of the Imagination-Intellect in Teaching Feminist Research.” Feminist Pedagogy in Higher Education Critical Theory and Practice, by Tracy Penny. Light, Wilfrid Laurier University Press, 2015, pp. 179–196. https://stereotypelife2020.files.wordpress.com/2020/08/iverson-the-power-of-imagination-intellect.pdf
- Llewellyn, Kristina R., and Jennifer J. Llewellyn. “A Restorative Approach to Learning: Relational Theory as Feminist Pedagogy in Universities.” Feminist Pedagogy in Higher Education Critical Theory and Practice, by Tracy Penny. Light, Wilfrid Laurier University Press, 2015, pp. 11–31. https://stereotypelife2020.files.wordpress.com/2020/08/llewellyn-and-llewellyn-a-restorative-approach-to-learning.pdf
- Ramsay, Kain. “Practising Congruence and the Art of ‘Being Real.’ Medium, https://medium.com/achology/practising-congruence-and-the-art-of-being-real-f597db16cf09. Accessed 21 August 2020.
- Rogers, Carl (1957). ‘The Necessary and Sufficient Conditions of Therapeutic Personality Change’. The Journal of Consulting Psychology, Vol. 21. https://stereotypelife2020.files.wordpress.com/2020/08/rogers.pdf
About Dr. Krista Grensavitch
Krista Grensavitch (she/her) earned her Ph.D. in History from the University of Wisconsin-Milwaukee in 2019. Additionally, she holds a Master’s degree in Women’s and Gender Studies , also from UWM. Currently, she is a lecturer for Women’s and Gender Studies, History, and Comparative Ethnic Studies at UWM and she teaches Ethnic Studies for the M3 (pronounced M-cubed) program. Krista’s research and teaching are intimately connected; her dissertation and more recent conference presentations have addressed teaching through and with material culture (physical objects) in the higher ed classroom. She intends for her research to be applicable for and adaptable by a wide range of teachers and learners. To sustain her work as a feminist teacher, Krista enjoys spending time cooking, baking, and sharing the outcomes.
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