By: Tullia Jack (Lund University)
Session type: Multiple sessions, Graduate level, Small/Medium size
Introduction to the teaching example:
The key goal of this exercise is for students to experience and put feminist theories into practice through experiential and peer learning.
This exercise concentrates on peer-learning feminist scientific and new materialism ideas that are pertinent to addressing unsustainable consumerism. Students put these concepts into practice by creating physical products that their peers may use for both their bodies and minds to enjoy. The exercise is about sharing and learning via experience, as well as providing marginalized groups a voice and recognizing the diversity of lived experiences. A 10-15 minute interactive presentation on a socio-ecological issue of their choice is required of the students. These ought to be founded on new materialism and feminist scientific conceptions (e.g., Anna Tsing, The mushroom at the end of the world, etc). A soundscape, children's book, creative workshop, pub quiz, or any other format that encourages the use of several senses to comprehend the selected issue can be used as the interactive presentation. The talks should concentrate on applying feminist theory to comprehend socio-ecological issues in a way that can encourage inclusive repair.
Student examples include: a broken-telephone game that demonstrated assumptions and how events shape what you hear, a board game about colonialism that demonstrated the suffering of local people and resulting power relationships, and moss graffiti that claimed university space for nature.