FEMINIST PEDAGOGY AND TEACHING ACTIVISM: AN INTRODUCTION TO A SPECIAL SECTION OF THIS ISSUE OF FEMINIST TEACHER

by Nancy A. Naples and Karen Bojar, Guest Editors

The four essays in the special section of this issue of Feminist Teacher demonstrate the diverse ways feminist teachers attempt to integrate feminist scholarship with experiential activist projects. We add these thoughtful resources to the growing analytic literature and resources on feminist pedagogy and experiential learning. In this collection of essays, we highlight three different contexts for experiential learning: Melissa Peet and Beth Glover Reed discuss their use of experiential learning in the introductory women's studies class at the University of Michigan-Ann Arbor; Karen Tice, who holds a joint appointment in women's studies and education at the University of Kentucky, describes the design and implementation of an internship course for upper division students; and Kimala Price and Nichole Bennett each provide lessons from their experiences as interns in Washington, DC.