2004
Volume 27, Issue 2/3
  • ISSN: 1388-3186
  • E-ISSN: 2352-2437
Preview this article:

There is no abstract available.

Loading

Article metrics loading...

/content/journals/10.5117/TVGN2024.2-3.001.KLEI
2024-09-01
2024-12-22
Loading full text...

Full text loading...

/deliver/fulltext/13883186/27/2/3/TVGN2024.2-3.001.KLEI.html?itemId=/content/journals/10.5117/TVGN2024.2-3.001.KLEI&mimeType=html&fmt=ahah

References

  1. Ahmed, S. (2021). Complaint!Durham: Duke University Press.
    [Google Scholar]
  2. Bleijenbergh, I.L., Van Engen, M.L., & Vinkenburg, C.J. (2012). Othering women: Fluid images of the ideal academic. Equality, diversity and inclusion: An international journal, 32(1), 22–35.
    [Google Scholar]
  3. Boler, M., & Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding difference. In P.Trifonas (Ed.), Pedagogies of difference (pp. 107–130). New York: Routledge.
    [Google Scholar]
  4. Bracke, S. (2023, March). Academische vrijheid in tijden van ‘woke’. Een spook zonder vaste vorm. De Groene Amsterdammer, 1March2023.
    [Google Scholar]
  5. Baldwin, A.N., Brantuo, N.A., & Pichardo, J.P. (2021). Black feminisms and pedagogical space-making. In C.A.Mullen (Ed.), Handbook of social justice interventions in education (pp. 1101–1123). Cham: Springer. doi:10.1007/978-3-030-35858-7_111
    [Google Scholar]
  6. Brodeală, E., & Epure, G. (2021). Nature versus nurture: ‘Sex’and ‘gender’ before the Romanian Constitutional Court: A critical analysis of decision 907/2020 on the unconstitutionality of banning gender perspectives in education and research. European Constitutional Law Review, 17(4), 724–752.
    [Google Scholar]
  7. Cammaerts, B. (2022). The abnormalisation of social justice: The ‘anti-woke culture war’ discourse in the UK. Discourse & Society, 33(6), 730–743.
    [Google Scholar]
  8. Cardozo, K.M. (2017). Academic labor: Who cares?. Critical Sociology, 43(3), 405–428.
    [Google Scholar]
  9. Collens, P., & Du Preez, E. (2023). Lesbian, gay, bisexual, transgender, intersex, and queer concerns in professional psychology education. Waikato Journal of Education, 28(1).
    [Google Scholar]
  10. Crabtree, R.D., & Sapp, D.A. (2003). Theoretical, political, and pedagogical challenges in the feminist classroom: Our struggles to walk the walk. College Teaching, 51(4), 131–140.
    [Google Scholar]
  11. Crawley, S.L., Lewis, J.E., Mayberry, M., & guest editors (2008). Introduction – feminist pedagogies in action: Teaching beyond disciplines. Feminist Teacher, 19(1) 1–12.
    [Google Scholar]
  12. Danish Parliament (2021). F 49 Om overdreven aktivisme i visse forskningsmiljøer [About excessive activism in certain research environments]. Retrieved from https://www.ft.dk/samling/20201/forespoergsel/F49/BEH1-124/forhandling.htm (accessed 26February2024).
    [Google Scholar]
  13. Da Silva, C. (2023, June). Man, 24, charged in ‘hate-motivated’ stabbing attack in gender studies class at Canadian university, NBC News. Retrieved from https://www.nbcnews.com/news/world/suspect-charged-hate-stabbing-canada-university-gender-studies-rcna91963 (accessed 13March2024).
    [Google Scholar]
  14. Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review59(3), 297–325.
    [Google Scholar]
  15. European Parliament Academic Freedom Monitor2023. (2023). Academic freedom across the EU 2023: Latest trends analysis. contributors Mari Elken, Peter Maassen, Jens Jungblut, Dennis Martinsen, Rachel Griffith. Retrieved from https://www.europarl.europa.eu/RegData/etudes/STUD/2024/757798/EPRS_STU(2024)757798_EN.pdf (accessed 13March2024).
  16. Fahs, B., & Karger, M. (2016). Women’s studies as virus: Institutional feminism, affect, and the projection of danger. Multidisciplinary Journal of Gender Studies, 5(1), 929–957.
    [Google Scholar]
  17. Feigenbaum, A. (2007). The teachable moment: Feminist pedagogy and the neoliberal classroom. The Review of Education, Pedagogy, and Cultural Studies, 29(4), 337–349.
    [Google Scholar]
  18. Gatwiri, K., Anderson, L., & Townsend-Cross, M. (2021). ‘Teaching shouldn’t feel like a combat sport’: How teaching evaluations are weaponised against minoritised academics. Race Ethnicity and Education, 1–17.
    [Google Scholar]
  19. Gill, R. (2009). Breaking the silence: The hidden injuries of neo-liberal academia. In R.Flood & R.Gill (Eds.), Secrecy and silence in the research process: Feminist reflections (pp. 228–244). London: Routledge.
    [Google Scholar]
  20. Grande, S. (2003). Whitestream feminism and the colonialist project: A review of contemporary feminist pedagogy and praxis. Educational theory, 53(3), 329–346.
    [Google Scholar]
  21. Heffernan, T. (2022). Sexism, racism, prejudice, and bias: A literature review and synthesis of research surrounding student evaluations of courses and teaching. Assessment & Evaluation in Higher Education, 47(1), 144–154.
    [Google Scholar]
  22. Heffernan, T. (2023). Abusive comments in student evaluations of courses and teaching: The attacks women and marginalised academics endure. Higher Education, 85(1), 225–239.
    [Google Scholar]
  23. Henderson, E.F. (2019). On being the ‘gender person’ in an academic department: Constructions, configurations and implications. Journal of Gender Studies, 28(6), 730–742.
    [Google Scholar]
  24. Herbert, J.M. (2023). Academic free speech or right-wing grievance?. Digital Discovery, 2(2), 260–297.
    [Google Scholar]
  25. Herschberg, C., Benschop, Y. & van den Brink, M. (2018). Precarious postdocs: A comparative study on recruitment and selection of early-career researchers. Scandinavian Journal of Management, 34(4), 303–310.
    [Google Scholar]
  26. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
    [Google Scholar]
  27. hooks, b. (2003). Teaching community; A pedagogy of hope. New York: Routledge.
    [Google Scholar]
  28. Hughes, K.P. (1995). Feminist pedagogy and feminist epistemology: An overview. International Journal of Lifelong Education, 14(3), 214–230.
    [Google Scholar]
  29. Jaeger, P.T., Jennings-Roche, A., Taylor, N.G., Gorham, U., Hodge, O., & Kettnich, K. (2023). The urge to censor: Raw power, social control, and the criminalization of librarianship. The Political Librarian, 6(1), 1–20.
    [Google Scholar]
  30. Järvinen, M., & Mik-Meyer, N. (2024). Giving and receiving: Gendered service work in academia. Current Sociology, online first. doi.org/:10.1177/00113921231224754
    [Google Scholar]
  31. Kelly, L.B. (2023). What do so-called critical race theory bans say?. Educational Researcher, 52(4), 248–250.
    [Google Scholar]
  32. Korvajärvi, P., & Vuori, J. (2016, January). A classroom of our own: Transforming interdisciplinarity locally. Women’s Studies International Forum, 54, 138–146.
    [Google Scholar]
  33. Kummeling, H. (2021). Spraakmakers. Interview conducted by Carl-Johan de Zwart. NPO Radio 1, 18 August 2021. Retrieved from https://www.nporadio1.nl/fragmenten/spraakmakers/f0342977-9ce7-432a-a663-7d42a0b2571e/2021-08-18-henk-kummeling-over-de-start-van-het-universitaire-jaar (accessed 13March2024).
    [Google Scholar]
  34. Luke, C. (1996). Feminist pedagogy theory: Reflections on power and authority. Educational theory, 46(3), 283–302.
    [Google Scholar]
  35. Lykke, N. (2012). This discipline which is not one: Feminist studies as a postdiscipline. In R.Buikema, G.Griffin, & N.Lykke (Eds.), Theories and methodologies in postgraduate feminist research: Researching differently (pp. 137–150). New York: Routledge.
    [Google Scholar]
  36. Macfadyen, L.P., Dawson, S., Prest, S., & Gašević, D. (2016). Whose feedback? A multilevel analysis of student completion of end-of-term teaching evaluations. Assessment & Evaluation in Higher Education, 41(6), 821–839.
    [Google Scholar]
  37. Maher, F.A., & Tetreault, M.K.T. (2001) The feminist classroom: Dynamics of gender, race, and privilege. Lanham, MD: Rowman & Littlefield.
    [Google Scholar]
  38. Mandalaki, E., & Pérezts, M. (2023). Abjection overruled! Time to dismantle sexist cyberbullying in academia. Organization, 30(1), 168–180.
    [Google Scholar]
  39. Manicom, A. (1992). Feminist pedagogy: Transformations, standpoints, and politics. Canadian Journal of Education/Revue canadienne de l’éducation, 17(3), 365–389.
    [Google Scholar]
  40. NOS (2019, March). Onderwijs en politiek vallen hard over meldpunt indoctrinatie [Education and politics strongly object to indoctrination hotline]. NOS, 27 March 2019. Retrieved from https://nos.nl/artikel/2277889-onderwijs-en-politiek-vallen-hard-over-meldpunt-indoctrinatie (accessed 13March2024).
  41. Parker, P.S., Smith, S.H., & Dennison, J. (2017). Decolonising the classroom: Creating and sustaining revolutionary spaces inside the academy. Tijdschrift voor Genderstudies, 20(3), 233–247.
    [Google Scholar]
  42. Paternotte, D. (2019). Gender studies and the dismantling of critical knowledge in Europe. Academe, 105(4), 28–31.
    [Google Scholar]
  43. Pereira, M.D.M. (2012). Uncomfortable classrooms: Rethinking the role of student discomfort in feminist teaching. European Journal of Women’s Studies, 19(1), 128–135.
    [Google Scholar]
  44. Pető, A. (2021). Feminist stories from an illiberal state: Revoking the license to teach gender studies in Hungary at a university in exile (CEU). In K.Bluhm, G.Pickhan, J.Stypinska, & A.Wierzcholska (Eds.), Gender and power in Eastern Europe (pp. 35–41). Cham: Springer.
    [Google Scholar]
  45. Pierre Y. (2023). Black women educators’ activism: The evolution of a Black feminist pedagogy. ESI Preprints. doi:10.19044/esipreprint.11.2023.p550
    [Google Scholar]
  46. Ringgaard, A. (2021, April). Humanistisk kønsforskning er politikeres nye skydeskive [Gender studies in the humanities is the new target of politicians]. Videnskab.dk, 25April2021. Retrieved from https://videnskab.dk/kultur-samfund/humanistisk-koensforskning-er-politikeres-nye-skydeskive/ (accessed 26February2024).
    [Google Scholar]
  47. Romero, M. (2000). Disciplining the feminist bodies of knowledge: Are we creating or reproducing academic structure?. NWSA journal, 12(2), 148–162.
    [Google Scholar]
  48. Shrewsbury, C.M. (1987). What is feminist pedagogy?. Women’s Studies Quarterly, 15(3/4), 6–14.
    [Google Scholar]
  49. Täuber, S. (2024). How sacked whistle-blower Susanne Täuber’s career fared after she spoke out. Nature. Retrieved from https://www.nature.com/articles/d41586-024-00700-w (accessed 13March2024).
    [Google Scholar]
  50. Titley, G., Udupa, S., Fassin, É., & Mulinari, D. (2023). Critical academy under attack: A panel discussion. Media Theory, 7(1), 299–328.
    [Google Scholar]
  51. Tzanakou, C., & Pearce, R. (2019). Moderate feminism within or against the neoliberal university? The example of Athena SWAN. Gender, Work & Organization, 26(8), 1191–1211.
    [Google Scholar]
  52. Yanoshak, N. & Delplato, J. (1993). De-disciplining the disciplines: The suspect politics of interdisciplinary pedagogy. Gender and Education, 5(3), 283–288.
    [Google Scholar]
  53. Yesilgöz-Zegerius, D. (2022). Doen wat nodig is om onze democratische rechtsstaat te beschermen (14e H.J.Schoo-lezing, 12 September 2022). Retrieved from https://www.vvd.nl/hj-schoo-lezing-door-dilan-yesilgoz-zegerius/ (accessed 13March2024).
    [Google Scholar]
/content/journals/10.5117/TVGN2024.2-3.001.KLEI
Loading
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error