L E SSON S FR O M A GE NDE R S T UD I ES C L AS S R O O M
Continued from page 9
classroom, I was enveloped in a cascade of
new information. There was Kimberlé Cren-
shaw’s definition of intersectionality; bell
hooks’ writing on the purpose of feminism;
Audre Lorde’s ideas about the kinds of tools
required to achieve those goals; histori-
cal context for understanding the feminist
“waves;” and a thick stack of articles about
topics ranging from the relationship be-
tween homophobia and sexism, to work-
place dynamics for men of color, to the role
of systems of oppression in children’s media.
WGS simultaneously gave me words to de-
scribe my experiences, as well as new experi-
ences to describe. It showed me that my ex-
periences were layered into a larger system
of experiences both similar to and different
from my own. And it opened my eyes not
only to the privilege I had, but to the history
of that privilege and what its future implica-
tions could be depending on what I chose
to do with it. Before WGS, my understanding
of feminism was an idea more than an ac-
tion. WGS showed me how to see feminism
as action grounded tangibly in experience,
reality, and history.
Towards the end of the semester, a class-
mate and I did a project in which we de-
signed and led an hour-long workshop for
students and faculty about the interplay of
racism, sexism, and homophobia in chil-
dren’s media—specifically, Disney movies.
The workshop involved reflecting on my
own experiences, listening to other people’s
narratives and perspectives, and examining
Page 10 Summer 2019
“Having windows into the
lives and stories of other
people is key to under-
standing both oppression
and privilege.”
related theoretical and empirical writing to
paint a detailed image of a real-world is-
sue. It also involved stepping outside of my
comfort zone to take what I had learned and
share that with others, with the goal of cre-
ating new tools to reflect and drive change.
WGS pushed me to think critically about sys-
tems of oppression; to listen to and consider
multiple perspectives thoroughly and em-
pathetically; to value experience, both my
own and others’; and to get uncomfortable
for the sake of creating change. And more
than a specific fact or concept, those are the
lessons that have stuck with me. Having win-
dows into the lives and stories of other peo-
ple is key to understanding both oppression
and privilege. Equally important is learning
to place those stories within a larger his-
torical narrative and a recognition of the sys-
tems that shape people’s experiences as well
as the various ways that people creatively
navigate, challenge, and shape the system in
return. In this way, the purpose of the win-
dow is not voyeurism and the result is not
pity, guilt, or complacency. Instead, the win-
dows in my class taught me the importance
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