By the end of the course, participants (ideally) …have an understanding of core theories in intersectional, social scientific Gender Studies;can connect Gender Studies theories to the power relations that characterise current societal contexts as well as their own lived experiences;understand the interconnectedness of power hierarchies and ways of knowing:are able to bring theories from Gender Studies to bear on practical questions and vice versa; can express themselves about gender-related issues in both academic and non-academic contexts.

My approach to learning spaces is strongly grounded in emancipatory/participatory approaches such as Paulo Freire’s ‘Pedagogy of the Oppressed’ and Black (queer) feminist approaches to teaching and learning (e.g. those of bell hooks). In this understanding, learning is not primarily about giving the ‘right’ answers to preformed questions but about partaking in developing these questions in the first place. (See also Urmila Goel’s concept of ‘Fehlerfreundlichkeit’.) I aim to foster opportunities for connecting academic perspectives to societal power relations and participants’ lived experiences. In order to enable such an educational environment, I work to support an atmosphere where students to feel safe to experience ways of thinking/feeling, to dis-/agree, to ask questions, to make mistakes, and to offer their own opinions. Methods include conventional academic discussions, peer-teaching, and creative methods. In addition to this, I provide overviews of core topics and developments where relevant.

When our lived experience of theorizing is fundamentally linked to processes of self-recovery, of collective liberation, no gap exists between theory and practice.– bell hooks: Theory as Liberatory Practice‘Theory’ and ‘practice’ are often understood as opposites, with notions of the proverbial ivory tower meeting assumptions about activity without reflection. This course engages with and challenges this dichotomy in the context of queer (and) feminist topics. It explores questions such as: What does it mean to ‘live a feminist life’ (Sara Ahmed)? What are possible sources of agency in a society structured by intermeshed power relations? What strategies can queer_feminist activists pursue in their/our work? In this course, participants will engage with key concepts from Gender and Queer Studies while reflecting on how these ideas resonate with their own lived experiences. In addition to engaging with foundational frameworks, participants will have the opportunity to shape the direction of the course by identifying topics they wish to explore in greater depth.

keine

We will hand out during the lesson

Issues around power and coercion matter in educational settings. Therefore, the grading system is designed in such a way that students are afforded a degree of freedom in choosing activities based on their interests and learning styles.Mandatory: participation in the course, posting questions/comments on the preparatory materials on the e-learning platformOptional:peer teaching, in which small groups of students teach part of our joint classesor a final project (which can take many different forms, from conventional academic essays to drawings, short videos, video games, knitted items, etc.)

See above.Students can propose their own topics for peer teaching/final projects depending on what they are interested in/passionate about, and I will provide feedback on their ideas.

Participation and posting comments/questions is not marked based on content, but solely on engagement. (There are not wrong questions or wrong answers – at least not in terms of marking.) Peer-teaching sessions and final projects are marked based on marking criteria that will be shared with students at the beginning of the semester. I will ask students to grade their own peer teaching/final project, and the final grade will a combination of their and my suggestions.