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Nemůžeš být malířka, z tebe bude číšnice: Kariéry umělkyň v akademickém prostředí, feministická pedagogika a figura autority

100%
Štefková Z.
Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)
|
2013
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vol. 14
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issue 1
27-35
EN
The article tracks the journeys of selected American women artists of the second wave of feminist movement on their path through art institutions and their changing relation toward the figure of authority from the position of students to the one of art pedagogues. The text examines sexist conduct and language characteristic of and specific to the environment of art academies and the art world in general. Using the example of Feminist Art Program founded in 1970 by Judy Chicago at the Fresno University, it tries to assess power relations and teacher authority within the context of feminist art pedagogy. Furthermore, the text gives examples of problems encountered by Czech women artists regarding their access to authority. The article is based on a qualitative research and synthesis of interviews with American women artists who at some point of their careers taught studio art and tried to reconsider the authority they embodied.
2
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Obchodování s odlišností : dvě pedagogické příležitosti na křižovatce neoliberální univerzity a geopolitiky

100%
Nyklová B.
Gender a výzkum / Gender and Research
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2017
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vol. 18
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issue 1
178-200
EN
This article looks at the effects the neoliberal university has on feminist pedagogy when it is practised in a programme that stresses geopolitical differences. The material for the study comes from my experience as a teacher of a gender studies class for a US study abroad programme based in Prague, Czech Republic. The richly researched paradoxes of doing feminist pedagogy in the neoliberal university assume firm contours when the geopolitical location of both those ‘teaching’ and those ‘taught’ becomes the focus and indeed the ‘commodity’ to be sold. In my article, I focus on my situation as a teacher in an increasingly precarious educational environment in the Czech Republic, exacerbated by the specific framing of the US-based programme and its economic-moral rationality. I reflect on the ethical discontents inadvertently produced by the teaching experience and related commodification of ‘difference’. I argue that the geopolitical context of that commodification is crucial for understanding the local forms and impact of the neoliberal university. The contested standing of gender studies in the Czech Republic, which has been shown to stem in part from the post-1989 developments, intersects with the reform of the Czech science system. By exploring how this setting affects the micro-level of class dynamics and lesson content I show that there is a need to study the repercussions of the neoliberal university as geopolitically located.
3
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Marketing Difference : Two Teachable Moments at the Intersection of the Neoliberal University and Geopolitics

100%
Nyklová B.
Gender a výzkum / Gender and Research
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2017
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vol. 18
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issue 1
154-177
EN
This article looks at the effects the neoliberal university has on feminist pedagogy when it is practised in a programme that stresses geopolitical differences. The material for the study comes from my experience as a teacher of a gender studies class for a US study abroad programme based in Prague, Czech Republic. The richly researched paradoxes of doing feminist pedagogy in the neoliberal university assume firm contours when the geopolitical location of both those ‘teaching’ and those ‘taught’ becomes the focus and indeed the ‘commodity’ to be sold. In my article, I focus on my situation as a teacher in an increasingly precarious educational environment in the Czech Republic, exacerbated by the specific framing of the US-based programme and its economic-moral rationality. I reflect on the ethical discontents inadvertently produced by the teaching experience and related commodification of ‘difference’. I argue that the geopolitical context of that commodification is crucial for understanding the local forms and impact of the neoliberal university. The contested standing of gender studies in the Czech Republic, which has been shown to stem in part from the post-1989 developments, intersects with the reform of the Czech science system. By exploring how this setting affects the micro-level of class dynamics and lesson content I show that there is a need to study the repercussions of the neoliberal university as geopolitically located.
4
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Kobiece praktyki autobiografistyczne na przykładzie wybranych esejów Bell Hooks. Perspektywa pedagogiki feministycznej

63%
Ostaszewska A.
Teraźniejszość – Człowiek – Edukacja
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2015
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vol. 18
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issue 4(72)
37-51
EN
The aim of this paper is to analyze bell hooks’s selected autobiographical essays, gathered in the collection Talking Back. Feminist Thinking. Thinking Black (1989) in terms of women’s autobiographical practices. I am interested in the question of how the reflection on a personal/biographical experience can contribute to the validation of woman’s own voice, and ultimately to self-empowerment. The answer I propose refers to the strategies described by bell hooks. In her opinion the autobiographical narrative and speaking one’s own voice – which means the appreciation of personal experience – is a political gesture, a symbol of giving oneself the status of the subject.
PL
Celem niniejszego artykułu jest analiza wybranych esejów autobiograficznych bell hooks, zebranych w zbiorze pt. Talking Back. Thinking Feminist. Thinking Black (1989) pod kątem kobiecych praktyk autobiograficznych. Interesuje mnie, jak refleksja nad doświadczeniem osobistym/biograficznym może przyczynić się do uprawomocnienia własnego głosu, a ostatecznie do samoupodmiotowienia. Odpowiedź, jaką proponuję, odnosi się do strategii opisanych przez bell hooks, dla której autobiograficzna narracja, mówienie własnym głosem, a więc dowartościowanie doświadczenia osobistego, jest gestem politycznym, symbolem nadania sobie statusu podmiotu.
5
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Pedagogy of Care: Building a Teaching and Learning Community

63%
Kolarić A., Taczyńska K.
Slavia Meridionalis
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2022
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vol. 22
PL
Pandemia COVID-19 wstrząsnęła systemem edukacji do głębi. Nauczanie przeniosło się z klasy do prywatnej przestrzeni nauczycieli i uczniów. Nieoczekiwane przejście na cyfrowe nauczanie i uczenie się uniemożliwiło „osobistą” interakcję, zmuszając nas wszystkich pracujących w edukacji do ponownego przemyślenia, jak powinna wyglądać odpowiedzialna pedagogika w czasie kryzysu. W prezentowanym artykule najpierw omawiamy główne idee pedagogiki troski. Następnie przedstawiamy przykłady nauczania i uczenia się podczas pandemii płynące z naszych osobistych doświadczeń literaturoznawców i filologów z Serbii i z Polski. To doświadczenie zostało ukształtowane przez nasze pedagogiczne wybory i wsparte naszymi epistemologicznymi i etycznymi punktami widzenia.
EN
The COVID-19 pandemic shook the educational system to the core. Teaching moved from the classroom to the private space of teachers and students. The unexpected move to digital teaching and learning rendered “in-person” interaction impossible, forcing all of us working in education to reconsider what responsible pedagogy should look like during a crisis. In this article, we first elaborate the main ideas of the pedagogy of care. Then, we offer examples of teaching and learning during the pandemic from our personal experience of literary and language scholars, based in Serbia and Poland respectively. This experience has been shaped by our pedagogical choices and informed by our epistemological and ethical standpoints.
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