Show simple item record

dc.contributorVirginia Tech
dc.contributor.authorOlson, Philip
dc.contributor.authorGillman, Laura J.
dc.date.accessioned2014-02-18T16:35:07Z
dc.date.available2014-02-18T16:35:07Z
dc.date.issued2013
dc.identifier.citationOlson, P. & Gillman, L. (2013). Combating Racialized and Gendered Ignorance: Theorizing a Transactional Pedagogy of Friendship. Feminist Formations 25(1), 59-83. doi: 10.1353/ff.2013.0011
dc.identifier.issn2151-7371
dc.identifier.urihttp://hdl.handle.net/10919/25450
dc.description.abstractThe article explores the problem of epistemological ignorance. Drawing on the literature of feminist epistemology, in particular the epistemologies of ignorance, it theorizes white ignorance and male ignorance and how it is possible to gain consciousness about one's ignorance, as well as how to be responsible for what one does not know. The article explores ignorance as unconscious habits that inform our mental schemas, our social interactions, and our physicality. It identifies and analyzes these habits of ignorance, drawing on our experiences as team teachers (one a philosophy professor, and the other a professor of women's studies and literary studies) who co-taught an interdisciplinary doctoral seminar in feminist epistemology. It describes and illustrates the pedagogical and scholarly processes that led us to view epistemology as a practice of inquiry that combats ignorance by demanding an inclusive partnership across traditional and counterhegemonic approaches to knowledge. The article claims that a transactional pedagogy of friendship makes possible the disruption and rehabituation of epistemic habits of ignorance, moving inquirers in the direction of more inclusive, reliable, and responsible knowledge.
dc.language.isoen_US
dc.publisherJohns Hopkins Univ Press
dc.subjectepistemologies of ignorance
dc.subjectfeminist epistemology
dc.subjectfriendship
dc.subjectinterdisciplinary team-teaching
dc.subjectseparatism|transactional pedagogy
dc.titleCombating Racialized and Gendered Ignorance: Theorizing a Transactional Pedagogy of Friendship
dc.typeArticle
dc.identifier.urlhttp://muse.jhu.edu/journals/ff/summary/v025/25.1.olson.html
dc.date.accessed2014-01-31
dc.title.serialFeminist Formations
dc.identifier.doihttps://doi.org/10.1353/ff.2013.0011


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record