Imagining fair university classrooms from the contributions of intersectional feminist pedagogies

Abstract

This article presents the contributions of intersectional feminist pedagogies for the construction of more fair and affective university classrooms. We start from the analysis of an experience of teacher training in the Faculty of Language Arts at a public university in relation to the difficulty of the taking of the word by the teachers in training, in a subject where the teaching practices are carried out. To this end, we work from a qualitative approach of an auto-ethnographic standing taking as a source class self-records where critical incidents are staged, which account for sex-gender regulations and tensions between academic habitus and the proposal of other modes of relationship with knowledge and between students and teachers. Based on the analysis of this experience, we report some central conceptualizations of feminist pedagogies from an intersectional perspective that we believe illuminate and guide the power of imagining affectivized and fair university classrooms in teacher training. Likewise, this article aims to articulate the contributions of feminist pedagogies to make effective the implementation of CSE at the university, taking into account the links and plots that are woven between teacher training and the school field.