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Articles

Build It Better: Tinkering in Feminist Maker Pedagogy

 

Notes

1 Similar to the argument Steve CitationMann makes in “Learning by Being.”

2 For an example of feminist, anticolonial science in a lab, see the Civic Laboratory for Environmental Action Research; https://civiclaboratory.nl/.

3 For an example, CitationClare Jen at Denison University teaches laboratory courses at the intersection of Women’s Studies and Biology.

4 Even when linked to explicitly radical politics, the term DIY and its attendant narratives run the risk of promoting individual solutions for structural problems, a persistent problem in underground movements. See CitationDuncombe. Alternatives to DIY include DIT, do-it-together and DIO, do-it-ourselves. Although I use the term DIY in this article, note that my formation of feminist maker pedagogy distinguishes between self-reliance and isolationism and engages making as a cultural creative process that fosters connection. See CitationFoster; CitationGauntlett.

5 As a practice, critical making is related to material thinking; some versions of hacktivism, especially as interpreted in maktivism, praxistemology, or tinquiry; civic technoscience, craftivism, digital craft, and fabriculture; constructionism; critical technical practice; and critical, adversarial, and participatory design. There is also a direct relationship between articulations of critical making and engagements with democratic (and sometimes anarchic) forms of citizenship. See Ratto and Boler.

6 See work on craftivism: CitationGarber; CitationLevine and Heimerl.

7 Internal quotation from Henwood.

8 Similar to the final phase of a transformed biology curriculum described in CitationPeggy McIntosh’s classic work on interactive phases of curriculum development (2).

9 See also CitationBarad, “A Feminist Approach to Teaching Quantum Physics.”

10 This quotation and all following excerpted from student work with permission and under condition of anonymity. Internal quotations from Muñoz.

11 For more on the radical potentials of tinkering with theory, see CitationHiggins, Wallace, and Bazzul.

12 All syllabi and a full course description are available on my website, cydcipolla.com.

13 I have tried incorporating making into the classroom in various ways, including blending the seminar and the lab together, holding weekly optional drop-in lab hours, an intensive six-week summer course where we held lab each week, and holding single lab sessions within larger seminar courses.

14 An introductory pseudo-coding language. See Inform7.org.

15 Arduinos are programmable microcontrollers that allow you to build interactive objects and wearables. See Arduino.cc.

16 My students were caught in what CitationBanu Subramaniam calls the space between the Matildas (the forgotten women of science) and the Curies (the extraordinary women of science) (203).

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