LES S O NS F R O M A G E N D E R S TU D I E S C L A S S R O O M
to come out stronger. While community
norms or guidelines inspire trust and are
important in every classroom, they are often
only sustainable when accompanied by fair
and consistent methods of accountability.
not necessarily make our classrooms places
where all students can successfully develop
and thrive. I can say I love my students but
show them something very different every
day in the way I structure and manage my
class. Feminist classrooms are not special
because they are not fraught with difficult
relationships and power dynamics rooted
in the same history and dominant culture
that permeates our country. Feminist class-
rooms are special because they refuse to ig-
nore those dynamics; examining, question-
ing, and working to change the oppressive
systems that alienate or create obstacles
for some students while validating others
is part of everyday practice. Tearing down
old structures, or the “master’s house” as
Audre Lorde calls it, is urgent and difficult
work. Envisioning a new “house” built with
different tools such as joy, creativity, mutu-
ality, respect, and empathy is even harder.
This is a huge responsibility when the pres-
sure on teachers already feels overwhelm-
ing. But we are not alone. The students are
ready to build the house with us. We just
have to let them. l
In Conclusion
There is radical potential in a feminist class-
room. Putting students, teachers, staff, and
administrators from different backgrounds
into a school might make it diverse, but it
does not ensure an equitable education nor
a beneficial experience for everyone at the
school. Saying that we love our students does
“This is a huge responsibility
when the pressure on
teachers already feels over-
whelming. But we are not
alone. The students are ready
to build the house with us.”
Gail Krotky is an Upper School History teacher at Sidwell Friends School in Washington,
D.C. She has been teaching in independent schools for over 15 years. In addition to Gender
Studies, she developed and teaches a course called “Social and Political Change in Latin
America.” She is devoted to justice work personally and professionally, views her teaching as
a constant work in progress, and knows the best thing about her job (hands down) is work-
ing with and learning from incredible students. She lives with her husband, two daughters,
and their dog, Banks, in Washington D.C., and she can be reached at [email protected].
CSEE Connections
Summer 2019
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