Teaching Gender and Cultural Studies in Australia as Part of Asia: Reflections on Classroom Politics and Pedagogies

Gender and cultural studies is, at its core, a pedagogical project for social and political change. Students are invited to new ways of thinking and acting in the world, shaped by intellectual traditions evolving from various social movements around race, class and feminism in mostly Western nation-...

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Bibliographic Details
Published in:Journal of intercultural studies 2021-07, Vol.42 (4), p.394-405
Main Authors: Tang, Shawna, Cornell, Christen
Format: Article
Language:English
Subjects:
Activism
Asia
Australia
Classrooms
cross-cultural
Cultural differences
Cultural factors
Cultural studies
Feminism
Foreign students
Gender
Gender studies
Genealogy
Imagination
International languages
Languages
Learning
Nation states
pedagogy
Political change
Politics
Race
Rhetoric
Social change
Social movements
Students
Teaching
Traditions
Citations: Items that this one cites
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Summary:Gender and cultural studies is, at its core, a pedagogical project for social and political change. Students are invited to new ways of thinking and acting in the world, shaped by intellectual traditions evolving from various social movements around race, class and feminism in mostly Western nation-states. Our students' imaginations are very much captured by these political possibilities, including international students whose reception and interpretation of these knowledges are filtered through different cultural contexts and in different language registers. Teaching gender and cultural studies in Australia with increasing numbers of international students from Asian countries presents a range of practical, intellectual, and ethical questions. How might we translate different intellectual traditions and languages across local and international student groups, in ways that enhance learning for both cohorts? How might we be implicated in the reshaping of international students' imagination of their own genealogies, and their futurities? What colonising logics might unwittingly be reproduced in our curriculums that are expressly committed to the rhetoric and activism of decolonialism? Through the perspective of two classroom practitioners, this article investigates the challenges and possibilities of teaching Gender and Cultural Studies to local and international students in Australia.
ISSN:0725-6868
1469-9540
DOI:10.1080/07256868.2021.1939274