On January 31 in Boston, the Spring 2014 WiAA (Women in the Academy & Arts) Syllabi and Pedagogy Working Group held its inaugural meeting.
Over the course of four sessions, the group will design at least one syllabus for an art/architecture survey course or seminar, with guidance from feminist pedagogical theory. The group will also compile an archive of feminist texts which can be drawn upon for future syllabus design. The next meeting will be Sunday, February 16 at 5pm, and some preparation is required. For more info, contact Tessa Paneth-Pollak at email@example.com
The SCAH working groups for the 2013 – 2014 academic year adapt the model of the New York Collective of Radical Educators’ Inquiry to Action Groups (ITAGs). ITAGs groups meet every week for 8 weeks and center their discussions around the attainment of a specific product, action, or goal. They are meant to be short-term, intensive, and action-oriented. During the academic year, the groups will also convene in order to present the work they have been doing and to share resources with each other.
However, the working groups are not limited to this structure. Some, such as a childcare share network, will need to be organized differently in order to accommodate the group’s needs. The groups are meant to be flexible and self-sustaining according to the desires of the participants, and will naturally fluctuate over time.
In Spring 2014, Tessa Paneth-Pollak (Princeton University) and Martina Tanga (BU) will convene a combined Feminism and the Art History Course and Feminist Pedagogy working group in the Boston area. Write firstname.lastname@example.org to join up with the group:
Feminist Syllabi & Pedagogy, Spring 2014
This group will consider the intersection between feminism and the modern/contemporary art and architectural history survey course. We will consider models and theories of feminist pedagogy, while also considering how women artists, feminism and feminist art practices can be integrated into the course. We will come up with strategies for practicing feminist pedagogy in the classroom by redesigning assignments, setting classroom atmosphere, encouraging equal student participation, and addressing sexism among students.