Ends on February 28, 2019


Teaching the Feminist “Classics” Now

a Special Issue of Feminist Formations

Full papers due January 31, 2019

Guest edited by Jennifer Nash and Samantha Pinto 

The special issue invites submissions that grapple with a particular feminist “classic” text (defined broadly – article, novel, anthology, creative piece) by considering what it means to teach that text – to undergraduates, graduates, or other students, inside and outside the university– now

By invoking “classics,” we are necessarily asking scholars to reflect on the politicized and contextual nature of canonization, particularly as those debates have defined Women’s, Gender, and Sexuality Studies as a field. Thus, we are interested in reflections on texts that span a wide range of critical inquiries on the content and nature of feminism’s past: 

  • What about texts that were, for instance, once widely taught but have been relegated to the pedagogical margins, perhaps because of a sense that they perform or make visible various forms of “bad feminism”: essentialism; identity politics; an inadequate attention to intersectionality; an investment in “out-dated” conceptions of woman, sex, or gender, including an investment in biological conceptions of sex, or an attachment to genitalia as the embodiment of either sex or gender? 
  • How do we teach these texts from feminist pasts differently, and/or in different relational company, in our 2018 classrooms? 
  • How do different methodologies move in and out of canonization in different moments? 
  • Where is the place of the juridical, the psychoanalytic, the historicist, the philosophical, the biological, the Foucauldian, the Marxist, or the performative in the contemporary feminist classroom? 
  • Where are the locational blindspots where “classics” in the US context eclipse and occlude the texts widely taught in other international and transnational feminist classrooms? 
  • How do we teach material on critical feminist university studies in private, highly corporatized universities (or in the for-profit university), or in different disciplinary settings across the university? 
  • As feminist teaching also happens outside of the university, in activist and organizing spaces, on Twitter and Facebook, how do we account for the lives of feminist “classics” beyond the university? 

We invite submissions of multiple forms, including full-length journal articles, shorter 2000-3000 word theoretical reflections, or practice pieces which might take the form of succinct statements of pedagogical practices, classroom strategies, or the inclusion of syllabi.  All disciplinary perspectives are welcome and encouraged. 

Manuscripts must be submitted by January 31, 2019. 

Author(s) should provide all identifying information, including name, title, institutional affiliation, address, phone number(s), and email. Following the deadline, guest editors will review the manuscripts and determine those to be sent for full review. Manuscripts will be subject to anonymous peer review and must adhere to the publishing guidelines of Feminist Formations, available at www.feministformations.org. 

Questions about the submission process may be sent to Editorial assistants Andrés López and LK Mae at feministformations@oregonstate.edu

For more information, download a Feminist Formations style guide, submission checklist, and anonymization guide.

Please address any questions to the co-editors: Jennifer Nash at jennifer.nash@northwestern.edu and Samantha Pinto at samantha.pinto@georgetown.edu.  

Feminist Formations is a leading journal of Women’s, Gender, and Sexuality Studies, published three times a year by the Johns Hopkins University Press. It is housed in the Women, Gender, and Sexuality Studies Program at Oregon State University, under the editorship of Patti Duncan. For more information, see www.feministformations.org