This April, I'll have the pleasure of introducing inkshedding at a
one-day conference on feminist pedagogy here at U of W. It will be
simply one method of responding to issues. I'm putting together a
resource packet for the conference and would like to include a brief
orientation to inkshedding (1 page or less). I have my own take on
the processes and goals of inkshedding, but I'd really appreciate
some other perspectives--especially from those who've been inkshedders
longer than I have (or even those who invented it)! Any thoughts on
what inkshedding means and what it could/should accomplish? Or ideas
about introducing it to people who have never done it?
BTW, I have back issues of INKSHED to about 1991 and intend to sift
through them for previous discussions of inkshedding.
Many thanks! --Amanda
Amanda Goldrick-Jones . . . University of Winnipeg
Manitoba, CANADA . . . [log in to unmask]
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"Good teaching is one-fourth preparation and three-
fourths theatre." Gail Godwin
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