Relying on feminist theory, this Original Teaching Activity foregrounds citation as celebration, rather than chore, to encourage students to rethink previous assumptions. In all, the lesson hopes to show students that citation connects scholars to one another and therefore merits our careful attention, at the same time it makes visible preconceived notions that limit how we define "scholarship."
"Reconceptualizing Citation Practices as “Feminist Memory”,"
Feminist Pedagogy: Vol. 3:
4, Article 12.
Available at: https://digitalcommons.calpoly.edu/feministpedagogy/vol3/iss4/12