Editorial Introduction

It's always exciting to introduce a new issue of Feminist Formations, and this time is no different. I'm pleased to welcome you into our third issue of Volume 31. As we bring 2019 to its end, we continue the work of showcasing new feminist formations, centering work by established and emerging scholars, activists, and artists. Taken together, the articles in this issue engage themes of immigration and histories of colonialism, transnational feminist movements and solidarity, representations of gendered, racialized subjects, affect and neoliberalism, and resistance. They highlight multiple critical connections. And they introduce innovative arguments, epistemologies, and frameworks. They are framed by two articles that engage structural forms of power and oppression with the contemporary US academy, understood as a site of struggle and contestation—Chris Barcelos's "Transfeminist Pedagogy and the Women's Health Classroom" in which they argue for integrating trans forms of knowledge in feminist health studies, and Judy Rohrer's "'This is What a Native Looks Like': Academic Feminist Spaces and the 'Logic of Elimination'" in which she discusses the persistence of settler colonialism in feminist academic spaces. Both authors offer specific strategies for transforming curriculum and the institutions in which we work.

Thank you, as always, to the PhD students in Women, Gender, and Sexuality Studies at Oregon State University who serve as the editorial staff for Feminist Formations, Carina Buzo, Rebecca Lambert, Andrés López, and LK Mae. Thank you to the Editorial Board of Feminist Formations, to the Johns Hopkins University Press, and to the Women, Gender, and Sexuality Studies Program at Oregon State University for ongoing institutional support. I want to also extend a special thank you the many scholars who completed anonymous reviews for us this year. This service is invaluable, and deeply appreciated.

In the first article in this issue, "Transfeminist Pedagogy and the Women's Health Classroom," Chris Barcelos asks us to consider how a transfeminist pedagogy can transform the feminist health classroom. Describing their experience teaching a large introductory course on gender and health, Barcelos remarks on the frequent erasure of trans and queer students in traditional "women's health" courses, even while scholars and activists have envisioned trans epistemologies and pedagogies in many other courses within women's, gender, and sexuality studies. Courses focused on "women's health," Barcelos writes, which emerged from the feminist health movements of the 1970s, are "full of potential both for reproducing essentialism and trans-exclusionism and for reconfiguring feminist health promotion with a radical vision that promotes the well-being of all students, with particular attention to remedying historic injustices and present-day health inequities." Barcelos discusses what it means to "trans" feminist health education and explains why it is critically important to do so at this moment in time. Their article offers both a conceptual framework and practical strategies for integrating trans forms of knowledge in feminist health courses.

Angie Carter and Andres Lazaro Lopez, in "Rebranding the Farmer: Formula Story Revision and Masculine Symbolic Boundaries in US Agriculture," analyze iconic images and narratives about the American farmer as a way to consider how idealized masculinities are constructed and "rebranded" alongside agricultural narratives and capitalist practices. As Carter and Lopez explain, "Today's agricultural formula stories emerge from settler colonialism; legacies of slavery, native genocide, and patriarchal land tenure laws persist through the concentration of agricultural land among white men." Through a study of three popular farm journals, they seek to understand how discursive mechanisms work to create specific masculinities within a formula story, reinforcing dominant agricultural narratives and practices. Explaining that these narratives of farming and farmers are gendered and racialized, and center heteronormativity, Carter and Lopez argue that such narratives also consolidate hegemonic rural masculinity, shaping conceptualizations of land, technology, and agriculture.

In "Riding the Restless Wave : Japanese Immigrant Feminism in Ayako Ishigaki's Memoir," Ina Seethaler examines one of the first memoirs published in English by a Japanese immigrant women in the US. Through a close reading of Ayako Ishigaki's 1940 book, Restless Wave: My Life in Two Worlds, Seethaler explores Ishigaki's treatment of themes including gender, immigration and citizenship status, labor rights, motherhood, and...