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Jesuit and Feminist EducationIntersections in Teaching and Learning for the Twenty-first Century$
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Jocelyn M. Boryczka, Elizabeth A. Petrino, Jeffrey P. von Arx, and Charles L. Currie

Print publication date: 2012

Print ISBN-13: 9780823233311

Published to Fordham Scholarship Online: May 2012

DOI: 10.5422/fordham/9780823233311.001.0001

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Transformative Education in a Broken World: Feminist and Jesuit Pedagogy on the Importance of Context

Transformative Education in a Broken World: Feminist and Jesuit Pedagogy on the Importance of Context

Chapter:
(p.161) 9 Transformative Education in a Broken World: Feminist and Jesuit Pedagogy on the Importance of Context
Source:
Jesuit and Feminist Education
Author(s):

Theresa Weynand Tobin

Publisher:
Fordham University Press
DOI:10.5422/fordham/9780823233311.003.0010

This chapter relates the concept of positionality from feminist theory and pedagogy to the Ignatian paradigm to show how its focus on the individual, at the expense of the structural, fails to acknowledge the unequal power relationships that disadvantage students from minority groups. Focusing on the positionality of gay and lesbian students in the author's classroom at a Jesuit college, it explores how becoming attentive to our own positions with respect to our students allows us better to examine how relationships of domination and subordination between members of oppressed and privileged groups in larger social and ecclesial contexts are re-created at the micro-level in the classroom.

Keywords:   positionality, feminist theory, pedagogy, inequality, power relationships, minority groups, gay students, lesbian studies

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