Incorporating Global Consideration for Local Instructional Practices :: Essays Papers

Incorporating Global Consideration for Local Instructional Practices The modern Women’s studies classroom has been subjected to many changes stemming from discussions about proper and efficient discourse and method of instruction. Issues such as Socratic/discussion-led teaching or inclusion of different theories of feminist thought have made the Women’s Studies course the achievement of pedagogical compromise. The work of Third-world and anti-racist feminists has contended for inclusion of issues that affect all women and has brought feminism to place based around more global issues. Now, while these debates have led to a complete, thorough and well-balanced course, the applicative and non-theoretical aspects of the classroom need to be addressed in creating the ideal â€Å"safe space† classroom. Beyond any discussions about the specific course materials or required readings, every element of the classroom needs to be structured to create the environment that is conducive to respect and mutuality. Especially for those new to Women’s Studies, a film has the potential to be read differently than the intended reading would be. Ella Shohat discusses the Algerian nationalist film La Battaglia de Algeria (The Battle of Algiers) as one example of an anti-colonialist film with feminist ideas that, in context, misses real elements of feminism (Shohat 1997). In the film, women are portrayed as being as strong and determined in overcoming the rule of the harsh French colonialists as the men are. However, acting the same way in any other arena is frowned upon, as the visible strength of the women in the film is shown â€Å"only insofar as they perform their sacrificial service for the ‘nation’† (ibid). Also seen in this light is the film Wedding in Galilee, a P alestinian film in which the self-inflicted â€Å"de-flowering† of the bride â€Å"allegorizes the failure of an impotent patriarchy to lead toward national liberation† (ibid). These films represent the idea that women and men together must fight for the independence and freedom of a nation, but as soon as the nation is secured the equal sharing of society ends. Films with such a message serve only to create discussion and should be treated carefully when exposing students with little or no Women’s Studies background to feminism. For those times when the classroom is more than the forum for discussion and learning, the classroom becomes the locus for social interaction of students. The prospect of food and a â€Å"party† is a fun and relaxed way of relating to others usually when concluding a class or celebrating a holiday.