具体描述
M. Jacqui Alexander is one of the most important theorists of trans-national feminism working today. "Pedagogies of Crossing" brings together essays she has written over the past decade, uniting her incisive critiques, which have had such a profound impact on feminist, queer, and critical race theories, with some of her more recent work. In this landmark interdisciplinary volume, Alexander points to a number of critical imperatives made all the more urgent by contemporary manifestations of neo-imperialism and neo-colonialism. Among these are the need for North American feminism and queer studies to take up trans-national frameworks that foreground questions of colonialism, political economy, and racial formation; for a thorough re-conceptualization of modernity to account for the hetero-normative regulatory practices of modern state formations; and, for feminists to wrestle with the spiritual dimensions of experience and the meaning of sacred subjectivity. In these meditations, Alexander deftly unites large, often contradictory, historical processes across time and space. She focuses on the criminalization of queer communities in both the United States and the Caribbean in ways that prompt us to rethink how modernity invents its own traditions; she juxtaposes the political organizing and consciousness of women workers in global factories in Mexico, the Caribbean, and Canada with the pressing need for those in the academic factory to teach for social justice; she reflects on the limits and failures of liberal pluralism; and she presents original and compelling arguments that show how and why trans-generational memory is an indispensable spiritual practice within differently constituted women-of-colour communities as it operates as a powerful antidote to oppression. In this multifaceted, visionary book, Alexander maps the terrain of alternative histories and offers new forms of knowledge with which to mould alternative futures. M. Jacqui Alexander is Professor of Women's Studies and Gender Studies at the University of Toronto. She is a co-author of "Sing, Whisper, Shout, Pray! Feminist Visions for a Just World" and co-editor of "Feminist Genealogies, Colonial Legacies, Democratic Futures".
Crossing the boundaries of traditional thought and practice, this collection delves into the multifaceted nature of learning and teaching that transcends conventional disciplinary, cultural, and social divides. It explores how educators and students alike engage with complexity, navigate ambiguity, and foster transformative experiences through methodologies that deliberately challenge established norms. The volume is structured around the concept of "crossing" as a central pedagogical principle. This is not merely about moving from one point to another, but rather about a profound engagement with difference, a willingness to inhabit multiple perspectives, and a commitment to generating new understanding through the very act of bridging divides. Contributors examine various forms of crossing, including: Interdisciplinary Exploration: The book highlights approaches that dismantle the silos between academic disciplines, demonstrating how insights from fields as diverse as literature, science, art, and sociology can be interwoven to create richer, more holistic learning environments. It showcases pedagogical strategies that encourage students to see connections, identify patterns across seemingly disparate areas of knowledge, and develop a more integrated understanding of the world. This includes discussions on project-based learning, thematic units, and the integration of creative arts into STEM education, emphasizing how such crossovers can spark innovation and deepen conceptual grasp. Cultural and Social Immersion: A significant portion of the work addresses the crucial role of cultural and social context in learning. It explores how educators can create inclusive spaces that honor diverse backgrounds, experiences, and epistemologies. This involves methodologies that encourage students to reflect on their own identities and biases, to engage critically with dominant narratives, and to develop empathy and understanding for those with different cultural or social perspectives. Case studies might detail community-based learning initiatives, intercultural dialogue projects, and the use of testimonios and personal narratives as powerful pedagogical tools. The emphasis is on learning from and with diverse communities, fostering a sense of shared responsibility and mutual respect. Transgressing Theoretical Frameworks: The collection also examines how established pedagogical theories can be questioned, adapted, and even reinvented. Contributors discuss instances where educators have intentionally moved beyond singular theoretical paradigms to embrace more fluid, emergent, and context-specific approaches to teaching. This could involve drawing from critical pedagogy, post-structuralism, or indigenous knowledge systems, not in isolation, but in dialogue with each other. The focus is on developing pedagogical practices that are responsive, adaptive, and capable of addressing the unique challenges and opportunities presented by contemporary educational landscapes. Embodied and Experiential Learning: Beyond cognitive engagement, the book champions pedagogies that involve the whole person. It explores how embodied practices, experiential learning, and the integration of emotion and intuition can significantly enhance learning outcomes. This might include discussions on site-specific learning, role-playing, simulations, and the use of artistic or kinesthetic activities to explore complex ideas. The underlying principle is that learning is not solely an intellectual pursuit, but also an affective and physical process, and that embracing this multi-dimensional nature can lead to more profound and lasting understanding. The Ethics and Politics of Crossing: The contributors do not shy away from the ethical and political dimensions inherent in challenging established boundaries. They explore the power dynamics that can be at play in pedagogical interactions, the potential for both empowerment and marginalization when crossing divides, and the responsibilities that educators bear in facilitating such crossings ethically and equitably. This includes reflections on issues of representation, voice, and the ongoing work of decolonizing curricula and pedagogical practices. Practical Applications and Future Directions: Throughout the volume, there is a strong emphasis on translating theoretical explorations into concrete pedagogical practices. Readers will find detailed examples, reflective accounts, and actionable strategies that can be adapted and applied in a variety of educational settings, from K-12 classrooms to university seminars and community workshops. The book ultimately advocates for a more dynamic, responsive, and inclusive approach to education, one that equips learners with the critical thinking skills, cultural competence, and adaptability necessary to thrive in an increasingly interconnected and complex world. It invites educators to become architects of transformative learning experiences, fostering environments where curiosity is ignited, boundaries are blurred, and the pursuit of knowledge becomes a journey of continuous discovery and personal growth. The collection serves as both a theoretical exploration and a practical guide for those committed to reimagining the possibilities of teaching and learning.
