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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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