Interconnected Development of Feminist Pedagogies in Higher Education

Abstract

A stubborn teacher writes and questions herself about her research coordinates, anchored in the question: What impact does pedagogical training in gender have on students who take the Modular Workshop on Gender and Education in the Bachelor’s Degree in Early Childhood Education at the Universidad Pedagógica Nacional?^[1] I speak of a pedagogy made of scraps that later become patchwork quilts, of the art of communicating vessels, and of the suspenseful weaver. Yes! In two words, I speak of the methodological becoming—of how, session by session, a commitment to gender education is tied together; of how centers and margins—both our own and those that coexist in the classroom—are threaded, tangled, and unthreaded. I speak of how, from a pedagogy of commitment, it is possible to overflow the classroom with stitches ready to mend and gather, so that the moment of *one, two, three for the feminist pedagogy that is (...) * resists pedagogical recipes and embraces experiences as new attempts—ones that make gender education not a passive or merely present fact, but rather one that is transversal, changing, and alive.

[1] Research question within the framework of the Master's program in Gender Studies at the National Autonomous University of Mexico (UNAM).