Feminist geography in the UK: the dialectics of women-gender-feminism-intersectionality and praxis

Abstract

Feminist praxis has always been about both the individual and the collective; one of the revolutionary and utopian promises of feminism is that of being, bringing, and working together. This piece provides a brief account of some of the significant scholarship and collective activities within British feminist geography over the last twenty five years, with a particular focus on the work of the Women and Geography Study Group/Gender and Feminist Geographies Research Group. We underscore the importance of intersectional approaches to scholarship and praxis in UK feminist geographies in this period, and in going forward, as well as signalling some of the dialectical opportunities and tensions arising from this approach.     

Critical feminist reflexivity and the politics of whiteness in the ‘field’

Feminist geographic commonsense suggests that power shapes knowledge production, prompting the long-standing reflexive turn. Yet, often such reflexivity fixes racial power and elides more nuanced operations of difference – moves feminist scholars have, in fact, long problematized. To counter this, we revisit Kobayashi's (1994) ‘Coloring the Field’ [‘Coloring the Field: Gender, “Race”, and the Politics of Fieldwork,’ Professional Geographer 46 (1): 73–90]. Twenty years on, and grounded in our fieldwork in South Sudan and Honduras, we highlight how colonial and gender ideologies are interwoven through emotion. Decentering a concern with guilt, we focus on the way whiteness may inspire awe while scholars of color evoke disdain among participants. Conversely, bodies associated with colonizing pasts or presents can prompt suspicion, an emotive reaction to whiteness not always fixed to white bodies. These feelings have significant repercussions for the authority, legitimacy, and access afforded to researchers. Our efforts thus disrupt notions that we, as researchers, always wield power over our participants. Instead we argue that the positioning of ‘subjects of color’ in the global south, racially and in their relationships with us, is historically produced and socioculturally and geographically contingent. Rethinking the field in this way, as a site of messy, affective, and contingent racialized power, demonstrates the insights offered by bringing together feminist postcolonial and emotional geographies.     

Still methodologically becoming: collaboration,feminist politics and ‘Team Ismaili’

This article mobilizes a feminist analytic to examine team research and collaborative knowledge production. We center our encounter with team research – a collectivity we named ‘Team Ismaili’ – and our study with first- and second-generation East African Shia Ismaili Muslim immigrants in Greater Vancouver, Canada. We draw upon feminist politics to highlight the ways in which ‘Team Ismaili’ at once destabilized and unwittingly reproduced normative academic power relations and lines of authority. A ‘backstage tour’, of ‘Team Ismaili’ shows the messiness and momentum of team research and sheds light on how collaborative knowledge production can challenge and reconfirm assumed hierarchies. Even as we are still methodologically becoming, through this discussion we strive to interrupt the prevailing silence on team research in human geography, to prompt more dialogue on collaboration and to foreground the insight garnered through feminist politics.     

Placing the Personal in Pedagogy: Engaged Pedagogy in ‘Feminist’ Geographical Teaching

This paper attempts to unravel the complexities of including the personal in geographical teaching. Drawing on email responses from 10 academics and her reflective teaching diary, the author differentiates the ‘personal’ as experiential and ‘personal’ as private in these accounts of teaching practices, revealing the contingent (re)constitution of ‘geographical knowledge’. In recognizing the negotiation of our positionalities, interactions with individuals and class groups, and broader academic settings (i.e. geographical discipline, university contexts and broader educational trends) the unquestioning employment of ‘the personal’ is further problematized. The paper concludes by contending that rather than dismissing the personal in teaching contexts or reverting to (or even maintaining) traditional disempowering pedagogies, a more nuanced and contextualized pedagogical politics is necessary both within, and beyond, geographies.     

Gender and feminist studies in Albania – a brief state of the art

Abstract

The aim of this contribution is to identify how gender and feminist studies have positioned themselves within the higher education system in post-socialist Albania. In Albania, the post-socialist context was featured by a negative connotation of the left-wing perspective hindering the development of critical and feminist thinking in academia. There is a lack of feminist debate, and hostile prejudices against feminists stick well, particularly in the absence of a thorough debate about feminism. Gender and women’s studies are present mainly in the public university system in association with the Social Sciences Faculty. The only complete program on gender studies is situated within the Department of Social Work and Social Policy, as a Master program in Gender and Development. Gender or feminist studies are mostly taught as “optional” courses often just for the sake of having them present in the program. In this contribution, we aim at briefly presenting some of the main developments, gaps and challenges regarding gender and feminist studies in the Albanian higher education.     

Pedagogical declarations: feminist engagements with the teaching statement

To produce a teaching statement, current and aspiring teachers undertake the ostensibly straightforward task of putting their teaching philosophy onto paper. But upon close examination, the teaching statement – a seemingly simple object – is much more complex. The teaching statement is full of dual functions, many of which can be conceived of as working at cross-purposes. This paper draws on the teaching statement's history along with a collaborative and feminist mentorship methodology to highlight these dual functions. We discuss how teaching statements can be negotiated and inhabited from our perspective as early career scholars.     

Border crossings: new approaches to the Irish border

This paper explores and extends recent work on the Irish border that has sought to redress the relative lack of attention to the social, economic and cultural dimensions of the border in contrast to its intense political symbolism. In particular it addresses the theme of border crossing as a way to consider the border in terms of its everyday dimensions and in terms of questions of conventional and reconfigured categories of identity shaped by borderland life. The first section of the paper outlines recent approaches to the Irish border and their relationships to the field of border studies. The second section uses new research material to explore the ways in which the border was experienced on the ground in the lives of those most directly subject to its changing nature over the course of the twentieth century. The final part of the paper addresses recent suggestions that those experiences may form the basis of new cross-border and cross-community ‘border identities’. The term ‘border crossing’ in the paper's title thus stands both for the issue of physically crossing the border whose difficulties and effects have been central to the lives of those who have lived near the border, and for recent arguments that shared experiences of the impact of the border may be the basis for new senses of identity and commonality that imaginatively cross the borders of old categories of religion, culture and political affiliation. Recent efforts to reconceptualise border identities are emerging within a context still dominated by more polarised perspectives on identity and history, but they represent one significant strand of engagement with the Irish border. They suggest possibilities for forms of border identities that co-exist with, run counter to or cross cut old categories of division and difference.     

新文化地理学视角下的女性主义地理学研究

在文化地理学研究向新文化地理学转向、女性主义运动蓬勃发展、女性主义理论在跨学科过程中日益完善的背景下,西方女性主义地理学从女性经验、性别权利、女性内部差异入手,提供了以女性主义视角分析地理学问题的新的发展领域,并发展出质疑与抵抗男性权威话语的学科范式。本文依循女性主义地理学中对身体、工作、空间和国家/民族等主要议题的探讨,梳理西方学者的研究进展,以期对本土研究提供有益借鉴。     

Destroying the Joint and Dying of Shame? A Geography of Revitalised Feminism in Social Media and Beyond

Has feminist geography really lost all relevance? This paper examines what the revitalisation of interest in feminist thought and practice, especially in Australia, means for geography. We illuminate the trajectory of the feminist revitalisation in new media and beyond through developing a spatial analysis influenced by Rose and Fincher. Notions of paradoxical space and issue publics inform this reading of two pivotal moments in the feminist revitalisation: first, the creation of Destroy the Joint, a campaign launched and maintained in Facebook and Twitter spaces; and second, the Australian Prime Minister Julia Gillard's speech against sexism and misogyny in Parliament in October 2012. Both these moments, coming from political and public spaces, received worldwide interest, and we critically examine the context and ramifications of these instances while situating the institutional processes surrounding them within the growing feminist revitalisation. In so doing, we argue that these Australian‐based cases indicate a growing feminist movement that is open and multiply focused, connecting personal politics to public campaigning, and achieving material impacts. We conclude that developing a feminist geography of new media is a challenging task, as these spaces circumvent and renegotiate traditional spatial dimensions – including scale and place – through their dynamic networks. It is, nevertheless, a task worth doing.