Some interesting sites:
www.genderwatchers.org/Women'sPubs.htm: lists a number of feminist/gender journals & magazines
www.womenandperformance.org is a journal of feminist theory which features aritcles on performance from interdisciplinary perspectives
www.mith2.umd.edu/WomensStudies/Development+Support/pedagogy-biblio.html, a bibliography of feminist pedagogy
www.library.ucsb.edu/subjects/blackfeminism/ed_phil.html#top, a bibliography of black American feminists

The Struggle for Pedagogies- Jennifer Gore
- Gore's classification and comparative study of critical and feminist pedagogues is helpful, and especially the small diagram p. 48. She differentiates critical pedagogues (Freire and Shor) from critial pedagogues (Giroux and McLaren), and feminist pedagogues (Women's studies strand interested in "how and what to teach," p. 20) from feminist pedagogues (Education scholars interested in "how gendered knowledge and experience are produced," p. 26)
Gore really keeps CP and men, and FP and women separated (p. 47)
- Gore introduces the term of radical pedagogy. I would like to know how radical pedagogy differs from critical pedagogy. This website: http://uwacadweb.uwyo.edu/RED_FEATHER/radped/026RadPedBib.htm has a bibliography of RP that includes Freire...
- Gore criticizes CP and provides a review of Ellsworth's (pp. 34-35) own criticism of CP.

Why doesn't this feel empowering?- Elizabteh Ellsworth
As I understand, her main argument to deconstruct CP is its rationalism. Ellsworth explains that CP is based on rationalist assumptions (pp. 303-304): The critical pedagogue hopes and expects students to "arrive logically at the universally valid proposition (that all people have a right to freedom of oppression...)" Yet, according to Ellsworth, the ideas of an ideal rational person and a universal proposition ARE oppressive precisely to those students that are marginalized and whom critical pedagogues attempt to address: "non-European, white (which she always capitalizes), male, middle-class, Christian, able-bodied, thin, heterosexual", p. 304 (sounds like another version of SCWAMP). Thus critical pedagogues are "always implicated in the very structures they are trying to change" (p. 310), and by failing "to examine the implications of the gendered, raced, and classed teacher and student (...), they reproduce, by default, the category of generic "critical teacher," which she claims is "not generic at all."
Ellsworth presents femininist post-structularism as a better alternative for "explaining the intersections and interactions among relations of racism, colonialism, sexism..." (p.304)
I like her term: "students and professor of difference" (p. 310) to define professors and students who belong to the marginalized, subcultural groups (across race, class, gender and other, p. 311)

Interesting point: "What got said- and how- in our class..., was a product of highly complex strategizing for the visibility that speech gives without giving up the safety of silence...a highly complex negotiating of the politics of knowing and being known." (p. 313): The importance of trust, risk, fear and desire around issues of identity and politics int he classroom for students and also teachers. Ellsworth says: "Acting as if our classroom were a safe space in which democratic dialogue is possible an dhappening did not make it so." (p. 315). She advocates creating opportunities for meetings and social encounters of students and teachers outside of the classroom, and emphasizing the natural formation of affinity groups among students:, "friendship" (pp. 316-317), as "classroom practice."
Last sentence by Ellsworth: I wand to know how this looks and sounds...Examples?