23 Exploring Feminism: Interactive Lesson
Melissa Murphy; John Shebell; and Justine Walsh
Texts:
Rivkin and Ryan, “Introduction to Feminist Paradigms”
Sandra Gilbert and Susan Gubar, “The Madwoman in the Attic”
Amelia Berube, “She’s Perfect Until She’s Not,” from The Student Theorist
Learning Outcomes:
1. Students will develop their own definition of feminism and gain an understanding on the feminist discourse. They will be able to describe how feminism changed over time and the major goals of the discourse.
2. Students will identify the difference between the essentialist and constructivist discourse. They will be able to define the each, explain the ways in which they are different, and give examples of each.
3. Students will be able to describe the different methods employed by men to try to control the female intellect and body.
4. Students will identify the examples of the feminist discourse in popular culture.
5. Students will discuss the issue brought up in “She’s Perfect Until She’s Not.” They will take a stance on the piece and share their opinions with the class.
Key Terms
Feminism
Patriarchy
Essentialism
Constructivism
Performative
“Contemplative Purity”
The Angel vs The Monster
1. Opening Move
Purpose: This exercise should get students thinking about the many definitions that can be used to describe feminism. Students can prove their mastery with the texts by connecting their definition back to the reading. Each piece read for this lesson gave a differing definition of a woman. Throughout the readings, the authors show the challenges with trying to clearly define women. Students should feel themselves grappling with the challenge and, through discussion after, see the trials feminists before them struggled to overcome. Students can also develop their understanding of constructivist and essentialist principles by categorizing their answers. Students can start to see where they fall in the feminist discourse: did they look at biology in their definition? Social constructs? Patriarchal control? Why you can’t define women? Thus, this exercise serves as an avenue for students to start thinking critically about feminism and where they stand in the discourse.
Procedure:
Students should briefly write down their answers to these questions. Give 3-4 minutes to answer question # 1.
- What is a woman?
When they are done answering question #1, give question #2. Give 1- 2 minutes to answer
2. Are their elements of constructivism or essentialism in your definition?
Have students discuss their answers. This should take about 10 minutes but go for as long as there is robust conversation. The teacher should help make connections between the answers of each student and keep track of the gist of each definition. There is no right or wrong answer. Students can take a completely biological approach or talk about why you can’t define the term. The conversation should reveal the depth of the term and how many differing ways there is to define feminism. Stude