Eichhorn, Jill, et al. “A Symposium on Feminist Experiences in the Composition Classroom.” College Composition and Communication, vol. 43, National Council of Teachers of English, Urbana, Ill, 1992.
Keywords: Feminism, Feminist Rhetorics, Pedagogy, Critical Pedagogy, Safe
“As we explore the ways we have been named, inscribed, objectified, exoticized, silenced, and coopted by male-dominated discourses, we simaltaneously engage in the articulation, negotiation, and collective re-vision of our gendered, ravial and class locations” (298).
“One difference we explore, among a multiplicity of differences, is that feminist graduate students and faculty who teach composition we do not experience the same level of authority in the classroom as white male, middle-to-upper-class graduate students and faculty” (298).
“Taking up a feminist politics of location in the classroom, as Adrienne Rich observed, means taking differences seriously. It also means taking the responsibility to construct critical classroom spaces ‘where [we and our] students can come to see ambivalence and differences not as obstacles, but as the very richness of meaning-making and the hope of whatever justice we might work toward” (299).
“As feminist teachers of writing we want to question those pedagogical models which privilege only an atmosphere of safety or a completely maternal climate” (299).
“How can we teach for radical change if we don’t challenge our students’ androcentric readings of literary texts or their classist, sexist, racist, and homophobic discourses as they arise in journals, essays and class discussion?” (300).
“Can there truly be ‘safe space,’ in or out of the classroom? Should there be? Is there in our desire for a safe space also a refusal to recognize that our different locations—as men or women, as Anglos or people of color, as faculty or graduate students—are and have always been unequal?” (300).