| Author(s): | |
| Date: | 2016 |
| Publication: | Queering MINT |
| Citation: | |
| Section on webpage: | Critical Data Justice Literature |
| Tenets: | |
| Annotation: | Luhmann critiques the notion of “safe spaces” in queer pedagogy, advocating instead for unsettling traditional educational paradigms to encourage critical self-reflection and dialogue. |
| Author(s): | |
| Date: | 2014 |
| Publication: | The CLR James Journal |
| Citation: | |
| Section on webpage: | Critical Data Justice Literature |
| Tenets: | |
| Annotation: | McKittrick questions the effectiveness of trigger warnings, arguing that they risk sanitizing the complexities of Black geographies and antiblackness, which demand critical engagement rather than avoidance. |
| Author(s): | |
| Date: | 2015 |
| Publication: | Disability Studies Quarterly |
| Citation: | |
| Section on webpage: | Critical Data Justice Literature |
| Tenets: | |
| Annotation: | Carter examines the use of trigger warnings within feminist and disability pedagogy, exploring their potential as tools for fostering accessible and trauma-informed learning environments. |
| Author(s): | |
| Date: | 2019 |
| Publication: | |
| Citation: | |
| Section on webpage: | Critical Data Justice Literature |
| Tenets: | |
| Annotation: | Monzó emphasizes the transformative power of silence in pedagogy, proposing it as a space for marginalized voices to emerge and challenge dominant narratives. |
| Author(s): | |
| Date: | 2020 |
| Publication: | MAI: Feminism and Visual Culture |
| Citation: | |
| Section on webpage: | Critical Data Justice Literature |
| Tenets: | |
| Annotation: | Bradbury-Rance introduces feminist pedagogies as passionate and sometimes “unruly” methods of teaching that prioritize emotion, relationality, and the disruption of conventional power structures in academia. |
| Author(s): | |
| Date: | 2022 |
| Publication: | Journal of Feminist Scholarship 20, no. 20 |
| Citation: | |
| Section on webpage: | Critical Data Justice Literature |
| Tenets: | |
| Annotation: | Sullivan advocates for Black feminist pedagogies that cultivate imaginative and transformative spaces of learning, offering “elsewheres” where students and educators can collectively envision new futures. |
| Author(s): | |
| Date: | 2023 |
| Publication: | The Radical Teacher 127 |
| Citation: | |
| Section on webpage: | Critical Data Justice Literature |
| Tenets: | |
| Annotation: | This collective work explores “un/commoning pedagogies,” which aim to disrupt traditional academic structures by promoting community-driven and decolonial practices in education. |
| Author(s): | |
| Date: | 2017 |
| Publication: | Teaching Gender: Feminist Pedagogy and Responsibility in Times of Political Crisis |
| Citation: | |
| Section on webpage: | Critical Data Justice Literature |
| Tenets: | |
| Annotation: | Mahlknecht examines feminist teaching in art and education, proposing doubt, pleasure, and excitement as integral to fostering transformative and inclusive pedagogical practices. |
| Author(s): | |
| Date: | 2017 |
| Publication: | Routledge |
| Citation: | |
| Section on webpage: | Critical Data Justice Literature |
| Tenets: | |
| Annotation: | Rogowska-Stangret examines the role of vulnerability in feminist pedagogy, particularly in the context of neoliberal academia, advocating for openness and the exploration of “unruly edges” that challenge rigid academic norms. |
| Author(s): | |
| Date: | 2017 |
| Publication: | Teaching Gender: Feminist Pedagogy and Responsibility in Times of Political Crisis |
| Citation: | |
| Section on webpage: | Critical Data Justice Literature |
| Tenets: | |
| Annotation: | Carpinte critiques neoliberal pressures in academia and advocates for a shift toward collective care and responsibility, particularly during political and social crises. |