Imagining fair university classrooms from the contributions of intersectional feminist pedagogies
This article presents the contributions of intersectional feminist pedagogies for the construction of more fair and affective university classrooms. We start from the analysis of an experience of teacher training in the Faculty of Language Arts at a public university in relation to the difficulty of...
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Facultad de Filosofía y Letras, Universidad de Buenos Aires
2024
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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/mora/article/view/15671 |
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I28-R259-article-156712024-10-25T15:59:31Z Imagining fair university classrooms from the contributions of intersectional feminist pedagogies Imaginando aulas universitarias justas desde los aportes de las pedagogías feministas interseccionales Sardi, Valeria university classrooms, Language Arts Teacher Training, intersectional feminist pedagogies, CSE. aulas universitarias, Profesorado en Letras, pedagogías feministas interseccionales, ESI. This article presents the contributions of intersectional feminist pedagogies for the construction of more fair and affective university classrooms. We start from the analysis of an experience of teacher training in the Faculty of Language Arts at a public university in relation to the difficulty of the taking of the word by the teachers in training, in a subject where the teaching practices are carried out. To this end, we work from a qualitative approach of an auto-ethnographic standing taking as a source class self-records where critical incidents are staged, which account for sex-gender regulations and tensions between academic habitus and the proposal of other modes of relationship with knowledge and between students and teachers. Based on the analysis of this experience, we report some central conceptualizations of feminist pedagogies from an intersectional perspective that we believe illuminate and guide the power of imagining affectivized and fair university classrooms in teacher training. Likewise, this article aims to articulate the contributions of feminist pedagogies to make effective the implementation of CSE at the university, taking into account the links and plots that are woven between teacher training and the school field. El presente artículo presenta los aportes de las pedagogías feministas interseccionales para la construcción de aulas universitarias más justas y afectivizadas. Partimos del análisis de una experiencia de formación docente en el profesorado en Letras de una universidad pública en relación con la dificultad de la toma de la palabra por parte de lxs profesorxs en formación, en una materia donde se realizan las prácticas docentes. Para ello trabajamos desde un enfoque cualitativo de corte autoetnográfico tomando como fuente autorregistros de clase donde se escenifican incidentes críticos que dan cuenta de las regulaciones sexogenéricas y las tensiones entre los habitus académicos y la propuesta de otros modos de relación con los saberes y entre estudiantes y docentes. A partir del análisis de la experiencia damos cuenta de algunas conceptualizaciones centrales de las pedagogías feministas desde una perspectiva interseccional que creemos alumbran y orientan la potencia de imaginar aulas universitarias afectivizadas y justas en la formación docente. Asimismo, el artículo se propone articular los aportes de las pedagogías feministas para efectivizar la implementación de la ESI en la universidad, dando cuenta de los vínculos y tramas que se tejen entre la formación docente y el campo escolar. Facultad de Filosofía y Letras, Universidad de Buenos Aires 2024-09-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf http://revistascientificas.filo.uba.ar/index.php/mora/article/view/15671 10.34096/mora.n30.15671 Mora; Vol. 1 Núm. 30 (2024) 1853-001X 0328-8773 spa http://revistascientificas.filo.uba.ar/index.php/mora/article/view/15671/13404 Derechos de autor 2024 Mora |
| institution |
Universidad de Buenos Aires |
| institution_str |
I-28 |
| repository_str |
R-259 |
| container_title_str |
Mora |
| language |
Español |
| format |
Artículo revista |
| topic |
university classrooms, Language Arts Teacher Training, intersectional feminist pedagogies, CSE. aulas universitarias, Profesorado en Letras, pedagogías feministas interseccionales, ESI. |
| spellingShingle |
university classrooms, Language Arts Teacher Training, intersectional feminist pedagogies, CSE. aulas universitarias, Profesorado en Letras, pedagogías feministas interseccionales, ESI. Sardi, Valeria Imagining fair university classrooms from the contributions of intersectional feminist pedagogies |
| topic_facet |
university classrooms, Language Arts Teacher Training, intersectional feminist pedagogies, CSE. aulas universitarias, Profesorado en Letras, pedagogías feministas interseccionales, ESI. |
| author |
Sardi, Valeria |
| author_facet |
Sardi, Valeria |
| author_sort |
Sardi, Valeria |
| title |
Imagining fair university classrooms from the contributions of intersectional feminist pedagogies |
| title_short |
Imagining fair university classrooms from the contributions of intersectional feminist pedagogies |
| title_full |
Imagining fair university classrooms from the contributions of intersectional feminist pedagogies |
| title_fullStr |
Imagining fair university classrooms from the contributions of intersectional feminist pedagogies |
| title_full_unstemmed |
Imagining fair university classrooms from the contributions of intersectional feminist pedagogies |
| title_sort |
imagining fair university classrooms from the contributions of intersectional feminist pedagogies |
| description |
This article presents the contributions of intersectional feminist pedagogies for the construction of more fair and affective university classrooms. We start from the analysis of an experience of teacher training in the Faculty of Language Arts at a public university in relation to the difficulty of the taking of the word by the teachers in training, in a subject where the teaching practices are carried out. To this end, we work from a qualitative approach of an auto-ethnographic standing taking as a source class self-records where critical incidents are staged, which account for sex-gender regulations and tensions between academic habitus and the proposal of other modes of relationship with knowledge and between students and teachers.
Based on the analysis of this experience, we report some central conceptualizations of feminist pedagogies from an intersectional perspective that we believe illuminate and guide the power of imagining affectivized and fair university classrooms in teacher training. Likewise, this article aims to articulate the contributions of feminist pedagogies to make effective the implementation of CSE at the university, taking into account the links and plots that are woven between teacher training and the school field. |
| publisher |
Facultad de Filosofía y Letras, Universidad de Buenos Aires |
| publishDate |
2024 |
| url |
http://revistascientificas.filo.uba.ar/index.php/mora/article/view/15671 |
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2025-02-18T02:33:24Z |
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2025-02-18T02:33:24Z |
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