(En)Gendering Difference: A For(u)m for Possibilities

Authors

  • Pam Patterson Ontario Institute for Studies in Education, Centre for Women’s Studies

DOI:

https://doi.org/10.36510/learnland.v4i2.398

Keywords:

inquiry, cultural collaboration, for(u)m, narrative, gender, ethnicity, race, ability, engendering, practice, teaching, learning

Abstract

This inquiry observes how cultural collaborations can create for(u)ms—forms representing narrative activity; for-"ums" for reflective pauses; and forums for discussion— to critically address and provide spaces for playing in and with differences in ability, race, gender, and ethnicity. Using the project gender/TROUBLING as template, it theorizes a performative model for learning to explore the possibilities for engendering diversity and for building responsive, creative, and inclusive teaching/learning practices.

Settings Vol 4 No 2 (2011): Inquiry: Perspectives, Processes and Possibilities

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Published

2011-04-02

Issue

Vol. 4 No. 2 (2011): Inquiry: Perspectives, Processes and Possibilities

Section

Articles

How to Cite

(En)Gendering Difference: A For(u)m for Possibilities. (2011). LEARNing Landscapes, 4(2), 233-255. https://doi.org/10.36510/learnland.v4i2.398