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 10.2

We are thrilled to announce the publication of issue 10.2 of Films for the Feminist Classroom!

This issue has been especially meaningful for us to work on, not just because of the exciting collection of films discussed and topics explored but also because of our deep gratitude for the community of scholars and activists, filmmakers and distributors who committed to working with us. During a year when so many of us have experienced exceptional burdens, workloads, and and caregiving tasks, we at FFC want to offer an extra bit of gratitude to the folks featured in issue 10.2 as well as to those who have agreed to contribute to upcoming issues.

The journal exists for you as well as because of you.

After learning from the students who worked with professor and filmmaker Frances Negón-Muntaner in issue 10.1, this issue turns to another type of screen. “When Class Time Is Screen Time” joins the pedagogical conversations about education during the pandemic. FFC Editorial Assistant Shamethia Webb introduces this group of short essays that centers the experiences of students as learners. By foregrounding these voices and experiences, we hope to give educators a better understanding of what it’s like to learn when a screen is our primary educational interface.

The film reviews in issue 10.2 give us much to consider when constructing our syllabi and activities for students. Several reviews offer a more “meta” perspective about how we know what we know, guiding us through films about the importance of scientific and media literacy, as well as how our sources of information may arrive with powerful biases—all topics that feel especially salient in the current moment. Education takes center stage in a review about the civil rights era–politics and their impact on public school policies and practices, which creates a rich conversation with a pair of reviews exploring the way we remember and record personal and communal histories. And as with all issues of FFC, films explore the different scales at which people grapple with the intersection of social, cultural, political, and economic forces through topics such as worker rights, religion, refugee experiences, and reproductive justice.

Here we highlight the following films—and more: Propaganda: The Manufacture of Consent; Stolen Education; Race - The Power of an Illusion; Eggsploitation; Sonita; Waging Change; The Archivettes; Life in Stills; and Hip Hop Hijabis.

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.