In this Issue
Feminist Teacher provides discussions of such topics as multiculturalism, interdisciplinarity, and distance education within a feminist context. FT serves as a medium in which educators can describe strategies that have worked in their classrooms, institutions, or non-traditional settings; theorize about successes or failures; discuss the current place of feminist pedagogies and teachers in classrooms and institutions; and reveal the rich variety of feminist pedagogical approaches.
published by
University of Illinois Pressviewing issue
Volume 23, Number 1, 2012Editorial Board
Editors
Gail E. Cohee, Editorial Office, Brown University
Theresa D. Kemp, Administrative Office, University of Wisconsin, Eau Claire
Monica Barron,
Book Reviews,
Truman State University
Wendy Gunther-Canada,
University of Alabama–Birmingham
Heather Laine Talley,
Western Carolina University
Sandra Runzo (on leave),
Denison University
Editorial Assistant
Daniel Toronto
Graduate Intern
Lindsey Fenner
University of Wisconsin, Eau Claire
Petra Mohr
University of Wisconsin, Stout
Undergraduate Intern
Emily Albrent, Ashley Curtis, Meghann McKinnon, Amber Reed, Clair Saratin, Kelly Todd
University of Wisconsin, Eau Claire
Institutions
Sarah Doyle Women’s Center, Brown University
English Department,
University of Wisconsin, Eau Claire
Division of Language and Literature, Truman State University
Department of Political Science,
University of Alabama at Birmingham
English Department,
Denison University
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Copyright © the Board of Trustees of the University of Illinois.
