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 11.1

We are thrilled to announce the publication of issue 11.1 of Films for the Feminist Classroom!

As the COVID-19 pandemic continues to burden us, exacerbated by the increased extraction of labor that so many in educational institutions are experiencing, it is no small gesture to give part of one’s time to contribute to FFC. We continue to be grateful for the community of scholars and activists, filmmakers and distributors who have supported us and shared their critical and creative work. The journal exists for you as well as because of you—and we do not take this for granted.

Issue 11.1 brings a wealth of practical ideas and tools for educators through a number of different lesson plans and essays, both as part of the special feature and as stand-alone contributions. “Audio-Visual at a Distance in Pedagogy and Practice” expands the conversation in “When Class Time Is Screen Time” published in our previous issue in which students reflected on their class experiences during the first year of the pandemic. For this issue we asked educators who have developed innovative, challenging, and thoughtful approaches to teaching through and across these screens to share their insights. These six teachers invite readers to grapple with the material tools and constraints as well as the political-affective landscapes ths shape our teaching and learning and, in various ways, consider how the technology of screens texture student access and engagement. Complementing the pedagogical ethics manifest in the special feature, two additional lesson plans and an essay focus on specific films and multimedia texts as resources for educators.

The film reviews in issue 11.1 raise questions about the politics of space. How, they provoke us to consider, do social identities like race, gender, and class contour the way we move through and experience our selves in particular places? Whether the walls of a jail cell, the violence of poverty, or others’ impositions based on how they read someone’s body, these social and material forces constrain and disenfranchise intersectionally. Some reviews highlight films that explore institutional power: the prison industrial complex, higher education, and media industries, for example. Yet within these binds and boundaries—and keeping the need for structural change in mind—we find moments of resistance and social transformation. One review explores the way forming community with others across social locations can cultivate consciousness-raising at the micro scale, and another brings us the possibilities germinated through feminist theorizing and activism across the world.

Here we highlight the following films—and more: The End of Poverty?; Living Thinkers: An Autobiography of Black Women in the Ivory Tower; Chez Jolie Coiffure; Feminism Inshallah: A History of Arab Feminism; Seats at the Table; Horror Noire: A History of Black Horror; and Old South.

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 for more information.