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] ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ "Good teaching is one-fourth preparation and three- fourths theatre." Gail Godwin ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Encoding: 64 TEXT