By Melanie L. Harris, Kate M. Ott (eds.)
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Additional info for Faith, Feminism, and Scholarship: The Next Generation
My pedagogy is developing beyond the Socratic model deployed by most of my professors. My teaching, like my writing, is open to constant reevaluation in terms of how and what I teach in the classroom. When we privilege as knowledge particular perspectives, we often foreclose other ways of knowing, doing, and being in the world. Part of my teaching goal is to help students to self-authorize themselves to think. Most students have been forbidden to think theologically for themselves and thus need assistance in not just learning to think critically and theologically but also in general need permission to think.
Second, it can be one thing to be aware of our worldview and possible limits; it is another thing entirely to accept one’s “normative” qualities as privilege and/or to resist a hierarchy of oppressions.
We work in social movements and within activist circles as economic justice, racial justice, environmental justice, reproductive justice, gender justice, and so on. Unfortunately, we are dividing up pieces of a project that needs to be done more holistically. 44 KATE M. OTT For example, in the work I do, I constantly hear things such as: you should stop pushing “sex” issues (read: sexual justice that advocates for medically accurate sexual health information and safe abortion access) so we can work together on real issues such as poverty and the environment.