Fem-Crit Pedagogy in the interregnum:
resistance in the struggle for gender equality and sexual diversity
DOI:
https://doi.org/10.58238/igal.v5i1.124Keywords:
pedagogy, fem-crit, interregnum, hegemony, legal education, gender equality, sexual diversity, LGBTQIA+Abstract
In this article, the author reflects on how Fem-Crit pedagogy can serve as a tool of resistance in the face of the current organic crisis, or interregnum, affecting struggles for gender equality and sexual diversity. First, the author outlines the pedagogical foundations that characterize Fem-Crit pedagogy. It then analyzes the contemporary interregnum as a historical conjuncture in which the future direction of the legal order is being contested, either through a regression toward more profound forms of subordination or through the emergence of more egalitarian legal frameworks. Building on this diagnosis, the author proposes rethinking legal education from a Fem-Crit framework that makes the boundary between the classroom and the world more permeable and transcends purely critical reflective exercises to become a praxis of resistance, organization, and social transformation. In this context, the author argues that this pedagogy can contribute to the formation of lawyers committed to an informed feminist legal practice, to cultivating new generations of organic and traditional intellectuals capable of producing counter-hegemonic knowledge, to rebuilding cohesion within feminist and LGBTQIA+ movements, and to strengthening the organizational capacities necessary to resist and continue challenging the hegemonic worldview during the interregnum.
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