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Towards a Gender Composition Pedagogy: Composition, Masculinity Studies, and Film
Wright, Wilton Steven
Wright, Wilton Steven
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2020
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Towards a Gender Composition Pedagogy: Composition, Masculinity Studies, and Film explores how composition pedagogy can become a site of resistance against hegemony through the use of masculinity studies and film. Gender composition pedagogy (GCP) builds upon the pedagogical insights of feminist composition pedagogy, while bringing in masculinity studies texts and exploring pedagogical methods inspired by masculinity studies and film pedagogies. I argue that through the use of masculinity studies and film pedagogy, GCP builds upon and evolves with feminist composition pedagogies and intercedes on behalf of men and boys, while remaining an inclusive feminist space for all students. After examining masculinity studies¿ relative absence from feminist composition pedagogy, I argue that by framing masculinity as an important intersectional identity marker, GCP can help men and boys understand the complexity of privilege¿that one can be privileged relative to other groups of people while still feeling power-deprived¿without taking focus away from those groups that are traditionally marginalized by hegemonic, heteronormative culture. I further argue that GCP can make an overt discussion of the intersections of identity (along lines of race, class, ability, gender, religion, sexuality, and other identity markers) a regular part of readings, class discussion, and assignments to help all students¿regardless of gender identity¿better understand the complexity of gender, masculinity, identity, privilege, and social justice. Film is key for GCP because film studies acts as the ¿nexus¿ at which composition pedagogy and masculinity studies meet. I argue that film provides important content that can move students toward intellectual engagement with and critical analysis of issues of intersectional gender identities, while also fostering empathy toward others¿ lived experience and promoting a more nuanced understanding of gender and privilege¿all key goals of GCP. Moreover, I argue that, film acts as a heuristic for GCP, helping students not only find new ways of seeing gender and intersectional identities, but also helping students think more deeply about the ways they consume messages about gender and sex.
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English