ABSTRACT
Feminist pedagogical practices with their reflective and transformative impulses provide a space for critical self-reflection. Primarily a self-reflexive journey, this chapter stems from the author’s experiences of doing feminist sociology for almost two decades. It interrogates the silences and absences within feminist sociological practices and the lack of a concerted presence of non-heterosexual inclinations in the curriculum, pedagogies and research practices, besides foregrounding the need for a sustained engagement with non-normative knowledge practices within classrooms. If feminist pedagogy is to have a liberatory and emancipatory potential, then we have to re-imagine pedagogies in ways that speak to all subaltern groups within gender and not just the male/female binary.
