Films for the Feminist Classroom (FFC) is hosted by the Department of Multicultural Women's and Gender Studies at Texas Woman’s University. FFC, an online, open-access journal, publishes film reviews that provide a critical assessment of the value of films as pedagogical tools in the feminist classroom. Special features, such as interviews with filmmakers, reviews of film festivals, and discussions about pedagogy, further promote engagement and discussion and support our aims to serve as a resource for educators and librarians and to enhance feminist curricula, bringing film into the classroom through thought-provoking, relevant, and dynamic content. Formerly, the Rutgers-based editorial offices of Signs: Journal of Women in Culture and Society and the Rutgers Women's and Gender Studies Department hosted this journal.

Issue 9.1

We are thrilled to announce that issue 9.1 of Films for the Feminist Classroom is here!

In addition to a wide variety of film reviews, this issue features a rich, dynamic, and provocative discussion about gaming and the pedagogical value of video games in the special feature, “Playing and Pedagogy: The Theory and Practice of Teaching with Video Games.”

Critically engaging hierarchies of power and privilege, contributors consider gender, race, sexuality, ethnicity, ability, and socioeconomic class in relation to a breadth of video games. They analyze popular and mainstream games, hybrid digital/physical games, sandbox games that allow viewers to direct the way a narrative unfolds, and single-player simulation games. Through film and video game reviews, lesson plans, and short essays, “Playing and Pedagogy” invites readers to rethink their assumptions about gaming and expand their ideas about how gaming can be a useful resource for educators and students.

The rest of issue 9.1 explores 42 films, ranging from 6 minutes (Sentenced, dir. Carol Jacobsen), one spanning almost 3 hours (We the Workers, dir. Huang Wenhai), and all bringing insight into social and political issues relevant to our teaching. Several reviews approach the politics of representation from different angles, specifically how those seen as “other” are included, perceived, and portrayed in film, music, sports, and cultural institutions like museums. LGBTQ+ people and communities are situated both historically and in the contemporary moment through very well-known films (like Paris Is Burning) and more obscure ones (like Lesbian Mothers) while complicating the terminology we use—like “trans”—to name fluid gender and sexual identities. The economy and the environment also receive critical attention: reviews focus on the local and global realities of climate change, “factory farming,” and garment production. Finally, recognizing the work of activists and community builders, other reviews look at violence against women, reproductive justice, and the prison industrial complex.

In issue 9.1 you’ll learn about these—and other—topics through films such as Slaying the Dragon: Reloaded; Anna May Wong: In Her Own Words; The Human Zoo: The Final Journey of Calafate; Coming Full Circle; After Stonewall; Half the Picture; New Generation Queens: A Zanzibar Soccer Story; After Tiller; The Rape of Recy Taylor; The Wisdom to Survive: Climate Change, Capitalism, and Community; Reel in the Closet; The Ghosts in Our Machine; Afro-Punk; Clemency; and My So-Called Enemy.

Films for the Feminist Classroom welcomes proposals for film reviews, special features, and lesson plans that include film or video media as well as suggestions about regional and international film festivals to cover in future issues. Please see our call for proposals and contact us at ffc@twu.edu for more information.