One course, nine teachers and nine pedagogical approaches: Teaching with a lack of time

TY - JOUR

T1 - One course, nine teachers and nine pedagogical approaches

T2 - Teaching with a lack of time

AU - Grenz, Sabine

N1 - Funding Information: In this article I would like to continue this discussion and mainly reflect on the impact of four key factors that influenced our teaching. First, the course had a history of half of the members cooperating beforehand and five others joining them at a later point in order to further develop the idea and teach an introductory interdisciplinary course in Women’s, Feminist and Gender Studies (WFGS). Second, the ongoing discussion on the (post-)disciplinization of Gender Studies was present throughout. Third, next to disagreements about interdisciplinarity different concepts of learning and teaching had to be negotiated. Finally, the course was funded by the EU-Lifelong Learning Programme. On the one hand, this funding created the opportunity for the course to materialize. On the other, the chance imposed particular rules and regulations. The challenge to mediate between our own interests and bureaucratic constraints also changed us, our imaginations of how we would like to teach the course as feminist teachers. Particularly this impact will be familiar to anyone who has critically reflected on the process of the institutionalization of Gender Studies (cf. : 205; : V1).

PY - 2012/2

Y1 - 2012/2

UR - http://www.scopus.com/inward/record.url?scp=84857758049&partnerID=8YFLogxK

U2 - 10.1177/1350506811426237a

DO - 10.1177/1350506811426237a

M3 - Article

AN - SCOPUS:84857758049

SN - 1350-5068

VL - 19

SP - 117

EP - 122

JO - European Journal of Women's Studies

JF - European Journal of Women's Studies

IS - 1

ER -