Becoming Scholars in an Interdisciplinary, Feminist Learning Context

Abstract

In conceptualizing this paper, we wanted not only to describe a context from which others can consider their own present or future offerings of feminist, interdisciplinary classrooms, but to do so from a primarily student-centered perspective and one that traced the ways that the instructor mounted the course. The aim of this article is not to prescribe a pedagogic method, but rather to model the type of thinking that shaped our Becomings experience and to demonstrate the potential outcomes that can arise when each participant is empowered as an equal stakeholder in the learning dynamic.We sought to reflect on our entire learning process from the initiation of our cooperatively named Becomings course to its delivery and assessment. After our course took place in the winter of 2015, we engaged in both individual and collaborative reflection and assessment for nearly a year. We took great care to respect individual voices, encounters, bodily responses, and emotional reactions.