Suchergebnisse

The epistolary friendships of Constance de Salm--a feminist and femme
philosophe (woman philosopher) prominent in her own time but virtually
forgotten today--provide a counterpoint to feminist scholarship that
has tended to idealize relationships among women. Salm's little-known,
unpublished correspondence from the late eighteenth and nineteenth
centuries reveals that competition and political expediency excluded from
her circle those female intellectuals most like herself. Her closest
relationships with women, while characterized by intense attachment,
often flourished in the context of radical difference in wealth,
status, or celebrity. They were also far more conflict ridden and
volatile than were her relationships with men. The relational world of
Constance de Salm promises to open up a new history of friendship, and
sheds light upon the ways in which friendships among both men and women
contributed to the emergence of a female literary sphere in the early
nineteenth century. Studying the relations among gender, epistolarity,
and intimacy yields a more nuanced understanding of gendered spheres,
and suggests the complexity and public significance of the bonds
of womanhood in late-eighteenth- and nineteenth-century Europe.

This essay explores the complexities of collaborative teaching, a practice often characterized by theorists as particularly consonant with feminist and anticolonial pedagogy. Interweaving the scholarship on collaborative teaching, feminist and critical pedagogies, with narratives from faculty who taught in an innovative, interdisciplinary general education program, our essay suggests that team teaching remains a more vexed process than is typically acknowledged, precisely because our teaching personas are deeply rooted not only in our conscious choices, but also in enduring, and at times unconscious, structures of self. These structures are themselves intertwined with what Chandra Talpade Mohanty has called "the politics of location": the various axes of power that define the modalities and expressions of hierarchy in specific institutional contexts. Indeed, team teaching foregrounds conflict and differences—interpersonal, intellectual, and internal—that can become the very ground of learning. Focusing on the politics and psychodynamics of team teaching, we seek a revision of what constitutes a successful team-teaching experience, and of what makes it a promising site for the implementation of feminist and progressive pedagogies.