Articles | Volume 79, issue 3
https://doi.org/10.5194/gh-79-247-2024
https://doi.org/10.5194/gh-79-247-2024
Forum contribution
 | 
15 Aug 2024
Forum contribution |  | 15 Aug 2024

A classroom of our own: theorizing through teaching and learning at a French university

Myriam Houssay-Holzschuch

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Cited articles

Bosvieux-Onyekwelu, C.: “Droits humains” vs “droits de l'Homme”. Arguments en faveur de l'inclusivité du langage des droits, Cahiers du Genre, 69, 131–150, https://doi.org/10.3917/cdge.069.0131, 2020. 
Connell, R.: The Good University. What universities actually do and why it's time for radical change, Zed Books, London, ISBN 9781786995438, 2019. 
Fleming, C. M.: Resurrecting Slavery. Racial Legacies and White Supremacy in France, Temple University Press, ISBN 978-1439914090, 2017. 
Gannon, K. M.: Radical Hope: a teaching manifesto, Teaching and learning in higher education, West Virginia University Press, Morgantown, ISBN 9781949199512, 2020. 
Giroux, H. A.: On critical pedagogy, Critical pedagogy today, Continuum International Publishing Group, New York, ISBN 9781441168191, 2011. 
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Short summary
This contribution offers a double-barrelled argument: that we should answer epistemological debates and better our practices by centering teaching in our scholarship for once and that we should consider the classroom a space for theory formation by students.