Representation within higher education curricula: contextualising and advocating for feminist digital activism

Jester, Natalie ORCID: 0000-0002-7995-3028 (2018) Representation within higher education curricula: contextualising and advocating for feminist digital activism. Teaching in Higher Education, 23 (5). pp. 606-618. doi:10.1080/13562517.2018.1465036

Text full/10.1080/13562517.2018.1465036 - Published Version Restricted to Repository staff only (Publisher Embargo). Download (59kB)

Abstract

Curricula do not fall onto the page fully formed, but are built around a series of choices made by educators. The curriculum establishes which knowledge is considered valid and which is not; the works of women and people of colour are typically underrepresented within curricula, and the issues affecting these groups are frequently neglected. This article examines three groups seeking to change this within higher education (Rhodes Must Fall, Why is My Curriculum White?, and Women Also Know Stuff) asking three questions: how can they be characterised? How do they operate? Why are they important? Drawing upon, and expanding, the work of Paolo Freire, this article argues that these groups utilise feminist principles and methods to demand a Pedagogy of the Oppressed. A feminist reading of the theory of representation, borrowed from analyses of legislative politics, helps us understand why higher education curricula should be more representative of society, allowing practitioners to advocate for change.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	Higher education; Curriculum; Paolo Freire; Feminism; Internet
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Schools and Research Institutes > School of Natural & Social Sciences > Social Sciences
Research Priority Areas:	Being Human - Past, Present & Future
Depositing User:	Nat Jester
Date Deposited:	15 Dec 2020 17:05
Last Modified:	13 Jan 2021 15:32
URI:	http://eprints.glos.ac.uk/id/eprint/9133

University Staff: Request a correction | Repository Editors: Update this record