Towards a Feminist and Affective Pedagogy of Vulnerability

Abstract

This paper gives a theoretical-affective account of my experience of teaching the course “Vulnerability, Gender, and Justice.” Applied to pedagogy, the notion of vulnerability, diffractive methodologies, and rhizomatic thinking can potentially transform traditional ways of reading philosophy, of understanding ourselves, and of understanding how we are situated in practices within molar and molecular lines. This course aimed to activate potential lines of flight that may fly away from normativity.