Abstract
When student perspectives, needs, and wants are left out of academic discourse, the discursive structures necessary to encourage, organize, and evaluate their voice are absent. Students then become ambivalent instead of exercising their voice and decisively assessing the value of their contributions. This original teaching activity targets the problematics that constrain voices in the classroom and invites readers and listeners to consider their positionality and action as a commitment to a Feminist Pedagogy of Inclusion (FPoI). In this way, students and professors can deliberately hold a space where the act of witnessing is more than simply observing voice. The intended result is a comprehensive way of engaging inclusively.
Recommended Citation
Nicastro, Alana M. and Geist-Martin, Patricia
(2022)
"Witnessing Engaged Voices: A Feminist Pedagogy of Inclusion,"
Feminist Pedagogy: Vol. 2:
Iss.
3, Article 3.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol2/iss3/3
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