As a professor, I find myself returning to a similar struggle again and again. I know what I know; and I know what I hope students will gain from the class, in terms of content knowledge, critical thinking, classroom community-making, etc. But often, I don’t know what they don’t know.
This might seem a silly kind of observation. No duh, Sara, you barely know this group of people. Also, this may seem an easy question to answer. And sometimes it is; and I do have part of the answer when I begin a class. My “Intro to Ethics” students, for example, will understand and be frustrated by the way people use the Bible to justify their own positions, but they usually won’t know the term “proof texting,” or easily understand “hermeneutics.” My “Women in Christianity” students will understand sexism and often, the idea of gender as a social construct, but they are usually unfamiliar with the dualistic gendering and ranking of larger social realities, like nature and culture, production and reproduction, etc.
There are obvious differences in academic training—that’s why I’m allowed to teach at a university after all. But I’m not really wrestling with what I can contribute in terms of content knowledge or historical/ theoretical contextualization. I think what I don’t know is what understandings of reality they bring into the classroom and what these realities have allowed them to see. Learning and/or teaching feminist theory and theo/alogy for the last fifteen years at least, I also often take my own reality for granted. I “know what I know,” after all—I just can’t always remember what it was like to learn it. And all of these classroom dynamics can make it harder to catch the realities we can’t yet know or can’t see. Continue reading “What We Can’t See by Sara Frykenberg”
Before coming to the U.S., I felt disconnected from feminist theory. I thought this framework labels women as haters of men and seekers of obscure rights. I was not sure who could identify with it or belong to it. For me, it was just a scholarly concept women used to justify their rights. I could not perceive it as an empowering tool, even if it is being so popular. While there is no problem having the concept to be loud and popular, this loud voice did not speak for me. I could not let it represent me or speak on my behalf. Every time I google it, I see angry faces, naked women, people yelling, women in chains, and much more. Instead of accepting it, I resisted it.
Like many in the FAR community, I participated in the world-wide 
Just the other day, I realized that discussion of my housekeeping has been a fairly regular conversation throughout my life. One of my earliest memories is being about four years old in my yellow bedroom on Ruth Avenue in North Canton, Ohio, sitting amidst what seemed like a mountain of stuff. I was trying to organize and put it away at my mother’s behest. I had a red bandana tied across the top of my hair, and I was pressed up against a large cardboard box decorated with Disney’s slapstick hero, Donald Duck. I was young and apparently had not learned how to differentiate all my consonants, because, as the story goes, I complained that all I ever did was “cwean, cwean, cwean!”
Feminism and Religion 