women’s studies – Feminism and Religion

The following New York Times article titled “We Can Do Better than ‘Positive Masculinity’” by Ruth Whippman was published on October 9, 2024. Whippman is also the author of the book, REIMAGINING BOYHOOD IN THE AGE OF IMPOSSIBLE MASCULINITIES. Whippman’s New York Times article grabbed my attention.

Decades ago while taking undergraduate courses in the discipline that was then called Women’s Studies (now known as Gender, Sexuality, and Women’s Studies), most of the authors I remember reading insisted that both masculinity and femininity (human ways of being in the world) were cultural constructs, not something innate in humans we refer to as women and men. Throughout the world, societies have shown a lot of variety in ways that women and men express themselves and are expected to behave.

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”