TY - JOUR
T1 - Redefining the Work of Feminist Praxis
T2 - Making Space for a (Rebellious) Undergraduate Feminist Research Group
AU - Fahs, Breanne
AU - Swank, Eric
N1 - Publisher Copyright:
© 2020 University of Massachusetts Amherst College of Education.
PY - 2020/4/2
Y1 - 2020/4/2
N2 - This article traces the practices and outcomes of an undergraduate research group that began organically to foster research and activist collaborations in a small group setting and without the rubric of a structured course, formal lab setting, or formal institutional backing. We consider several outcomes of this group: (1) Graduate school entry and preparation for graduate school; (2) The importance of feminist friendships and feminist community among students; (3) The fusion between scholar/activist identities, with clear emphasis on de-centering whiteness, challenging patriarchy, and undermining homophobia and transphobia; and (4) The investment in mentoring and nurturing relationships with students across race, class, gender, and sexual identity lines. In particular, we argue that students of color, gender queer/trans/LGBT students, and students from working class backgrounds are especially served by such models of mentoring and community, particularly as feminist mentoring can contribute to the work of social justice for underprivileged students.
AB - This article traces the practices and outcomes of an undergraduate research group that began organically to foster research and activist collaborations in a small group setting and without the rubric of a structured course, formal lab setting, or formal institutional backing. We consider several outcomes of this group: (1) Graduate school entry and preparation for graduate school; (2) The importance of feminist friendships and feminist community among students; (3) The fusion between scholar/activist identities, with clear emphasis on de-centering whiteness, challenging patriarchy, and undermining homophobia and transphobia; and (4) The investment in mentoring and nurturing relationships with students across race, class, gender, and sexual identity lines. In particular, we argue that students of color, gender queer/trans/LGBT students, and students from working class backgrounds are especially served by such models of mentoring and community, particularly as feminist mentoring can contribute to the work of social justice for underprivileged students.
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U2 - 10.1080/10665684.2020.1758244
DO - 10.1080/10665684.2020.1758244
M3 - Article
AN - SCOPUS:85087182034
SN - 1066-5684
VL - 53
SP - 244
EP - 258
JO - Equity and Excellence in Education
JF - Equity and Excellence in Education
IS - 1-2
ER -