Tag Archives | gender studies

Feminism in Motion 2024 Application is LIVE!

Student applications are open for Feminism in Motion 2024

Feminism in Motion (FeMo) is an opportunity for you to share with the broader College of Charleston and city of Charleston communities all the wonderful gender-related things you are doing.

We want to feature your research, course projects, study abroad experiences, internship experiences, activism projects, community engagement activities, art, special skills, and so on. If you have more than one of these that you would like to propose for consideration, please fill out additional forms separately.

We hope to have a diverse mix of videos, posters, performances, creative work, demonstrations, and 3-5-minute micro-presentations. We welcome individual and collaborative submissions. We are open to your ideas for sharing your work or experiences!

Current College of Charleston students can apply to present at FeMo here: Feminism in Motion 2024 Interest Application.

Curious what Feminism in Motion has been about? You can view some previous years’ in photos on our blog!

2022 FeMo Recap

2019 FeMo Recap

 

WGST 323 ST: Queer Friendship, Kinship, Comradeship, & Community as Liberation Praxis

WGST 323 Special Topics

This special topics course is an immersive and experiential study of the ways in which LGBTQ+ people engage queer friendships, kinship, comradeship, and community as liberation praxis. Centering WOC, QTBIPOC, and white anti-racist feminists and the traditions they have co-created including healing, disability, and transformative justice among others, we will explore theories, perspectives, and approaches to queer friendship, kinship, coalition, and community. Honoring our particular situatedness, a substantial portion of the course will highlight historical and contemporary examples of relational social justice work among QTBIPOC and white anti-racist LGBTQ+ social justice collectives and grassroots community organizations in the South. Lastly, we will take up somatic and relational culture informed community building practices as a part of in-class activities and outside-of-class assignments, experientially learning with one another and others ways of fostering and sustaining queer friendship, kinship, comradeship, and community.

WGS Book Club Presents: Conversation with the Authors of “Where is the Justice? Engaged Pedagogies in Schools & Communities”

Where is the Justice Book

Women’s & Gender Studies in partnership with the Sustainability Literacy Institute at CofC are hosting a virtual conversation with the authors of “Where is the Justice? Engaged Pedagogies in Schools & Communities” on Friday, Feb. 11th at 1PM. Zoom meeting ID and passcode are on the flyer. We look forward to you joining the discussion, and keep reading to learn more about the book!

From the publisher:

This inspirational book is about engaged pedagogies, an approach to teaching and learning that centers dialogue, listening, equity, and connection among stakeholders who understand the human and ecological cost of inequality. The authors share their story of working with students, teachers, teacher educators, families, community members, and union leaders to create transformative practices within and beyond public school classrooms. This collaborative work occurred within various spaces—including inside school buildings, libraries, churches, community gardens, and nonprofit organizations—and afforded opportunities to grapple with engaged pedagogies in times of political crisis. Featuring descriptions from a district-wide initiative, this book offers practical and theoretical resources for educators wanting to center justice in their work with students. Through question-posing, color images, empirical observations, and use of scholarly and practitioner-driven literature, readers will learn how to use these resources to reconfigure schools and classrooms as sites of engagement for equity, justice, and love.

Book Features:

  • Provides a sound approach to deeply taking up the work of justice and engaged pedagogies.
  • Presents linguistic, cultural, theoretical, and practical ideas that can be used and implemented immediately.
  • Includes reflective questions, found poetry, lesson ideas, storytelling as narrative, and examples of engaged pedagogies.
  • Shares stories from a district-wide initiative that embedded engaged pedagogies within classrooms, counseling offices, and libraries.
  • Showcases original artwork and images in full color by Grace D. Player, one of the coauthors.

About the authors:

Valerie Kinloch is the Renée and Richard Goldman Dean of the University of Pittsburgh School of Education and president of the National Council of Teachers of English (2021–2022). Her books include Race, Justice, and Activism in Literacy Instruction. Emily A. Nemeth is an associate professor in the Department of Education at Denison University. Tamara T. Butler is executive director of Avery Research Center, College of Charleston. Grace D. Player is an assistant professor in the Department of Curriculum and Instruction at the University of Connecticut.

 

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