Critical pedagogy


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Giovanna Covi
Clare Hemmings
Biljana Kašic

indicative quotes


"I am less certain, however, when I evaluate my capacity to embrace acritical and transformative pedagogy (5) and assess whether my teachingtakes responsibility and can be deemed accountable for bringing home'American' gendered and racialized diversity to the different diversities mystudents inhabit. When I struggle to 'activate difference as a criticaltool,' (6) I am faced with the following dilemma: if my institutional taskis to teach 'America', am I supposed to teach race and gender as they havebeen articulated in the USA only? Is it also legitimate and desirable thatthe epistemological knowledge of this 'other place' is employed to accountfor my feminist ethical concern, demanding that I translate culturalconcepts in order to give my students empowering tools to transform theirown reality, to fight the different manifestations of sexism and racism inTrento through their understanding of struggles in 'America'? (7)" Giovanna Covi


“I want to imagine contexts of ‘critical pedagogy’ that reframe my/our (?) thinking of internationalising a feminist curriculum in thoughtful, sustainable ways, rather than in an over-worked rush in response to the demands of the institution I/we (all?) work at.” Clare Hemmings


“The engagement with postcolonial theories as the basis for critical understanding of the figure of female ‘Otherness’ within global communities has, for the most part, been accepted by student audiences with great interest, although they found it less easy to critically link different subjects of the Other(s) and Otherness across the world with their own position of/as the Other.” Biljana Kašic