Citation

Wagner A, Magnusson JL. Gend. Educ. 2005; 17(4): 449-461.

Copyright

(Copyright © 2005, Informa - Taylor and Francis Group)

DOI

10.1080/09540250500145189

PMID

unavailable

Abstract

Feminist pedagogy offers an exciting alternative to more conservative, traditional academic approaches, as it offers a site where women’s lives and experiences are accorded a place of importance and are considered worthy of theorizing. Within the last decade, feminism has been increasingly challenged to broaden its perspective and include the standpoints of those who are not part of the dominant group, whose voices have been traditionally silenced within academia. Issues of race, class, sexuality and ability have subsequently become a core focus of most women’s studies classrooms. Yet despite its transformative goals and sometimes radical pedagogical practices, these spaces often remain complicit in not fully acknowledging the impact of trauma on women’s lives. Drawing on the journal entries of first year social work students, this inquiry explores the impact of trauma on three women, struggling to negotiate the demands of academia, while simultaneously coping with memories of past abuse. It is argued that violence against women is a collective responsibility, rather than an individual pathology, as it has been conceptualized in the past. The findings highlight the need to address women’s experiences of violence as a legitimate barrier to learning.