A significant number of teaching resources and materials fail to account for important viewpoints and identities. These viewpoints and identities may then become misrepresented, excluded from the classroom, or ignored by the instructor. In response to this absence, pedagogues may utilize an absence lens to focus on what is not present in materials rather than what is. This piece introduces the special issue “Teaching Through Absence: How We Teach Absence and What Absence Teaches Us,” which seeks to address how we can better teach viewpoints, identities, and issues often absent from scholarship and course materials. It further aims to address how graduate student instructors are currently using an absence lens in their classrooms and ways other feminist pedagogues can adopt this approach in their teaching.
"Teaching Through Absence: Using an Absence Lens as a Feminist Pedagogical Tool,"
Feminist Pedagogy: Vol. 4:
1, Article 13.
Available at: https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss1/13