Lesbian Knowledge Production and Exchange: Pedagogical Possibilities and Archival Potential.

摘要

Chapter one of this thesis is the story of a critical archival pedagogy that emerged through the undergraduate course Radical Lesbian Thought. We employed archives throughout the course as theory, site, and pedagogy. We identify three archival frameworks and detail how these frameworks informed three course activities. We argue that archives provide theoretical and practical opportunities, in the tradition of critical pedagogy, to challenge and rearrange powered classroom structures and practices of thought.;Chapter two puts forward a methodological approach to ethnographic archival research that centers knowledge production. Drawing on Stoler's (2002) archival methodology of reading along the grain, this chapter describes how this methodology operates on the ground, as applied to Lesbian archives. I propose a methodology of compiling an archive of archival research. I describe the process of producing my own archive and reading along its grain to identify the knowledge-producing features of archival inclusions and repetitions.