Rest as resistance in the feminist classroom? Un/learning to teach after trauma
Chia Longman
What the paper says
In this essay, I reflect on my teaching practice within gender studies from the position of a senior academic in Flanders, Belgium. In an auto-ethnographical way, I examine how personal crisis, broader institutional pressures, and pedagogical commitments have shaped my current approach to teaching. I begin by analysing the Covid-19 pandemic as a pivotal moment that affected both my personal life and my role as an educator. I then situate these experiences within a decade of establishing, running, and teaching in an interdisciplinary Master’s programme in Gender and Diversity. Finally, I reflect on my recent reintegration into academic work following a period of absence and offer insights from a newly developed course. I suggest that crisis, trauma, and rest – individually and collectively – can open possibilities for healing, connection, resilience, and resistance in the feminist classroom, particularly within a field that is increasingly contested and vulnerable.
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.50 × 0.4 = 0.20 |
| M · momentum | 0.50 × 0.15 = 0.07 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.