Abstract
This critical commentary interrogates the syllabus, and questions whether these ubiquitous documents can ever be consistent with feminist pedagogy. Through discussion of literature around syllabus (re)design, I suggest that current feminist pedagogy syllabus practices are ill-suited for overturning what I call the “neoliberal university syllabus complex” that makes teaching and learning for transformation impossible. More suited for this task is the radical practice of “the un-syllabus,” a collaborative document written by the class community.
Recommended Citation
Comeforo, Kristin
(2026)
"The Muddy Waters of the Syllabus: A Tale of Feminist Pedagogical Failure and Redemption.,"
Feminist Pedagogy: Vol. 7:
Iss.
2, Article 4.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol7/iss2/4
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