ABSTRACT
This episode raised some important pedagogical and epistemological questions for me. Had I been a U.S.-born woman of color, with U.S. citizenship, would I have been asked the same question? What are the implications of such an episode occurring in a class dedicated to transnational feminism? What does this say about women’s studies as a discipline, especially how it has constructed the “Third World”?4 How do power relations structured by race, class, gender, sexuality, and nation operate in the classroom between and amongst teachers and students? Have other immigrant women faculty from the global south faced similar situations? What specifi c pedagogical strategies have they drawn on to negotiate being
marked by gender, race, and nation in particular ways while simultaneously teaching about colonialism, imperialism, capitalism, and patriarchy?
