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Teaching Feminisms, Transforming Lives: Questions of Identity, Pedagogy and Violence

Funded by the University Grants Commission and UK-India Educational Research Initiative and led by Radhika Govinda (Sociology) and Krishna Menon (Gender Studies), this is a 2.5 year (2017 - 2019) North-South research and pedagogic collaboration between the University of Edinburgh, UK and Ambedkar University Delhi, India.

The project involves the coming together of 21 staff and doctoral researchers from these two institutions to reflect collectively and comparatively on the transformative potential of doing feminisms in the academy, delving into questions of identity, pedagogy and violence.

The central questions of interest are:

How has feminism become institutionalised in the academy, and what part have women’s movements played in this regard in contemporary UK and India?

What opportunities and challenges do students and teachers encounter in present-day feminist classrooms, especially with respect to questions of identity and violence?

Given the push for digital social sciences, can digital technology be used to develop innovative pedagogic tools to confront social inequalities within feminist classrooms?

How is neoliberalism affecting feminist activism and knowledge production, and are feminist classrooms addressing this issue?

By engaging with these questions comparatively and within a single project, we hope to make an important contribution to ongoing efforts to decolonise the academy and decentre feminist knowledge production and dissemination.

For details of project-related events, please visit the Events section.

As a key output of the project, an edited volume, tentatively titled, Doing Feminisms in the Academy: Identity, Institutional Pedagogy and Critical Classrooms in India and the UK, is being developed for publication by Zubaan, An Imprint of Kali for Women, by Spring 2020. For more information on this publication and other project-related resources, please visit Outputs and Resources.

Decolonising Feminist Knowledge: Reflections on Research and Curriculum