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.
We are thrilled to announce the publication of issue 10.1 of Films for the Feminist Classroom!
This issue opens with an interview and collection of short essays reflecting on the life and work of an extraordinary teacher, scholar, and artist: Frances Negón-Muntaner. In conversation with Elisabetta Diorio, with a former student and filmmaker, we learn about Frances’s creative process as a “multimodal thinker.” The two also discuss her commitment to a feminist pedagogy through the Media and Idea Lab she cofounded in 2006 and her Video as Inquiry course. In the accompanying special feature essays, current Columbia University students and graduates explore their experiences working with Frances in the lab and when enrolled in this class. Emphasizing the power of being invited to see oneself as a filmmaker, to take an active role in learning, and to be treated as a collaborator, these essays illuminate how these spaces of teaching and learning have continued to nourish a wide range of creative practices.
The rest of issue 10.1 explores a rich range of films. A lesson plan provides resources for investigating the politics of labor and classism using the film Live Nude Girls Unite! about a group of sex workers who organize to form a union at the club where they dance. In addition to expanding the dialogue about work and economy, the film reviews draw attention to issues related to individual and social movement activism, social/political constructions of gender, reproductive justice, and the forms and effects of material culture. Whether focusing on immigration, surveillance, or repression, several reviews also grapple with the impact of national government policies; yet, despite these forms of literal and discursive violence, we see individuals engaging creative forms of resistance and speaking truth to power. Together, the films in this issue also show that addressing these issues requires an awareness of their transnational dimension—which occurs in the varied ways that artists, tailors, farmers, teachers, and schoolchildren both speak truth to power and provide resources for those whose lives and values challenge the status quo.
This issue highlights the following films—and more: Two Americans: Fighting Deportation in Arizona; Pride Denied: Homonationalism and the Future of Queer Politics; The Empathy Gap: Masculinity and the Courage to Change; Growing Change: A Journey Inside Venezuela’s Food Revolution; Tunisian Women: We Will Stand Up; ANPO: Art X War; A Dangerous Idea: Eugenics, Genetics and the American Dream; and Birth on the Border.
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 email@example.com for more information.