This anti-racist feminist anthology brings together diverse and challenging theoretical perspectives on the experiences of radical educators who work to redefine pedagogies for communicating the claims of both insurgent disciplines--Women's Studies, African-American Studies, Latino Studies, Ethnic Studies, Queer Theory, etc.--and radicalized versions of traditional areas of study--History, Sociology, Foreign Languages, Literature, Philosophy. The authors’ analyses of where and how feminist teachers stand in the fray of conflictive classroom dynamics and institutional politics lead them to outline new inquiries into feminist pedagogy highlighted by an intense focus on identity, experience, and difference. In doing so, Twenty-First Century Feminist Classrooms opens a space for engaged feminist self-criticism that seeks to reinvigorate pedagogical practices grounded in multicultural feminist identities.

This book is centrally concerned with crucial theoretical and practical aspects of teaching in the national and global borderlands of gender, race and sexuality studies. The cross cultural feminist focus of this anthology allows the contributors to consider the various ways in which global and national frameworks intersect in the classroom and in students' thinking, and also the ways in which power and authority are developed, directed and deployed in the feminist classroom. This volume provides a critical elaboration of provocative, self-reflexive questions for feminist cultural and intellectual practice for the 21st century. In doing so, the volume provides a site for engaged feminist self criticism for the specific purpose of reinvigorating a critical pedagogical practice grounded in multicultural feminist identities.

Susan Sánchez-Casal is Associate Professor of Spanish and Women’s Studies at Hamilton College. She is author of essays on women’s testimonial literatures, U.S. Latino Studies, and the politics of multiculturalism in higher education.Amie A. Macdonald is Assistant Professor of Philosophy at John Jay College/City University of New York. She has published essays on the impact of nationalism, feminism, and racial identity in higher education.

Introduction: Feminist Reflections on the Pedagogical Relevance of Identity; S.S nchez-Casal & A.A.Macdonald THEORIZING MULTICULTURAL FEMINIST IDENTITIES Towards a Pedagogy of Coalition; B.Sasaki U.S. Latino Studies and the Multicultural Paradigm; S.S nchez-Casal Student Resistance and Nationalism in the Classroom: Reflections on Globalizing the Curriculum; M.Hase THE EPISTEMOLOGY OF EXPERIENCE Feminist Pedagogy and the Appeal to Epistemic Privilege; A.A.Macdonald Negotiating Subject Positions in a Service Learning Context: Towards a Feminist Critique of Experiential Learning; T.Williams & E.McKenna Anti-Racist Pedagogy and Concientizaci¢n: A Latina Professor's Struggle; E. M.Valle Queer Theory and Feminist Pedagogy; N.S.Rabinowitz CONTEXTUALIZING DIFFERENCE 'White Girls and Strong Black Women': Reflections on a Decade of Teaching Black History at Predominantly White Institutions; A.Dorsey Teaching About Genocide; B.Bar-On Decentering the White and Male Standpoint in Race and Ethnicity Courses; M.Hunter Representation, Entitlement, and Voyeurism: Teaching Across Difference; M.K.Kantrowitz Introduction: Feminist Reflections on the Pedagogical Relevance of Identity--Susan Sánchez-Casal and Amie A. Macdonald * Theorizing Multicultural Feminist Identities * Towards a Pedagogy of Coalition--Betty Sasaki * U.S. Latino Studies and the Multicultural Paradigm--Susan Sánchez-Casal * Student Resistance and Nationalism in the Classroom: Reflections on Globalizing the Curriculum--Michiko Hase * The Epistemology of Experience * Feminist Pedagogy and the Appeal to Epistemic Privilege--Amie A. Macdonald * Negotiating Subject Positions in a Service Learning Context: Towards a Feminist Critique of Experiential Learning--Tamara Williams and Erin McKenna * Anti-Racist Pedagogy and Concientización: A Latina Professor’s Struggle--Eva Maria Valle * Queer Theory and Feminist Pedagogy--Nancy Sorkin Rabinowitz * Contextualizing Difference * “White Girls” and “Strong Black Women": Reflections on a Decade of Teaching Black History at Predominantly White Institutions--Allison Dorsey * Teaching About Genocide--Bat-Ami Bar-On * Decentering the White and Male Standpoint in Race and Ethnicity Courses--Margaret Hunter * Representation, Entitlement, and Voyeurism: Teaching Across Difference--Melanie Kaye/Kantrowitz