|Teaching and Learning Forum 2003 [ Proceedings Contents ] |
What happens when the legacy of feminist discourses of sisterhood and the sharing of power of the 1970s intersect with the legacy of education for liberation discourses of the 1960s to meet with poststructuralist discourses of the 1990s in the feminist classroom of the early 21st century? This paper provides a critically reflective account of the process of developing in women's studies students the capacity to take responsibility for their own learning through the sharing of power in the contemporary classroom. It draws specifically on the experience of working with a group of third year students in 2002 to elaborate on the ways in which notions of respect, reciprocity and responsibility can become embedded in classroom practice. In so doing, it explores the complex and changing nature of the relationships between teacher and student, and between student and student, as they shift from mothering, to sistering, to affidamento, and back again.
|Please cite as: Hopkins, L. (2003). On mothering, sistering and affidamento: The politics of sharing power in the contemporary women's studies classroom. In Partners in Learning. Proceedings of the 12th Annual Teaching Learning Forum, 11-12 February 2003. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2003/abstracts/hopkins-abs.html|