ABSTRACT
This chapter offers a theoretical and methodological framework for implementing feminist critical pedagogy in compulsory courses in gender studies. It discusses examples of the objects presented by the students and the discourses generated by the presentations. The chapter argues that using a gender-oriented analysis of everyday objects promotes understanding from a gender perspective of real-life situations and their influence on men, women, and people who do not identify by binary gender while focusing maximal attention on cultural differences and intersectionality. It describes the dilemmas and conflicts arising from issues of feminism and academic language and proposes the dynamics that promote multiculturalism in learning groups. The chapter demonstrates how the methodology promotes the creation of a safe space and solidarity within learning groups, and supports the sustainment of a positive, fruitful, and dialogical relationship between the lecturer and the students. Power relations and the issue of “objectification” arise regularly in the students’ presentations.
