Teaching Feminism as Slow Activism

This article traces the epistemic shift of higher education that has consolidated the incorporative management of differences as its primary operational modality to valorize and perpetuate neoliberal dominance. I argue that rather than teaching feminism simply as specialized knowledges about minoritized subjects and experiences, we might utilize it as a transformative tool to reimagine pedagogic practices as strategies of intervention in the sanitized archiving practices. To this end, the classroom should be reframed as "a brave space" for difficult conversations to untangle the ways that structural changes have been prodded through identities, particularly minoritized identities, to reshape our individual and collective lives in dangerous neoliberal terms, and devise ways to alter these formulations. In this regard, feminist teaching becomes the foundation of slow activism of daily practices to prime the conditions for fundamental changes.