liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Imagining Professional Futures in Feminist Classrooms
Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0002-7946-7185
2017 (English)In: Theories of Affect and Concepts in Generic Skills Education: Adventurous Encounters / [ed] Edyta Just & Wera Grahn, Newcastle upon tyne: Cambridge Scholars Publishing, 2017, 191-211 p.Chapter in book (Other academic)
Abstract [en]

The chapter reflects on teaching practices, aimed at encouraging and empowering students in feminist classrooms to engage in learning processes allowing them to unfold skills in terms of critical social fantasy, imagining alternative futures, based on everyday utopian thinking, and to translate them into transformative professional work. The pivot is a generic skill, defined as the ability to unfold critically enabling and empowering social fantasy apt for working to foster more socially and environmentally just futures. The reflections o this  generic skill is based on the author’s decades long experiences of teaching Gender and Intersectionality Studies and commitment to curriculum development within the field in European and Scandinavian contexts.  A particular case is used as example: a course on Career Paths and Professional Communication, cast within the framework of an international master programme in Gender Studies – Intersectionality and Change, as the programme’s arena for thinking about future workplaces. It is shown how feminist conceptual tools, the concepts of figurations and worldings, and transgressive methods, creative writing and theatrical acting, can be used to prompt learning processes, building on embodied thinking-feeling, and  nurturing the unfolding of the mentioned generic skill.

Place, publisher, year, edition, pages
Newcastle upon tyne: Cambridge Scholars Publishing, 2017. 191-211 p.
National Category
Gender Studies
Identifiers
URN: urn:nbn:se:liu:diva-142801ISBN: 1-4438-9573-3 (print)ISBN: 978-1-4438-9573-6 (print)OAI: oai:DiVA.org:liu-142801DiVA: diva2:1154772
Projects
critical social fantasy, feminist classrooms, figurations, worlding, writing as a method of enquiry, theatre of the oppressed
Available from: 2017-11-05 Created: 2017-11-05 Last updated: 2017-11-29

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Lykke, Nina
By organisation
The Department of Gender StudiesFaculty of Arts and Sciences
Gender Studies

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 9 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf