Research and Activism

In Mary Margaret Fonow and Judith A. Cook's article "Feminist Methodology: New Applications in the Academy and Public Policy," they discuss the issues developing feminist methodology, and now dealing with feminist issues in the area of research.

To me, research began as a place to learn more about issues that excited me. Almost from the beginning my interests in feminism was political. I went from being curious, to furious, to engaged. Research provides a space to learn more about the world around us. A deeper look into society, something that can be quantified and put down on paper. The authors discuss the dangers of quantification, and how it can other the subjects. But I believe that often, people need numbers to be convinced of something. It was certainly the stark numbers in some of the first research papers I read that convinced me.

I can also sympathize with a more discussion bases research. Another thing that first pulled me into feminism was my ability to relate my in-body experiences to what I was reading and learning about. The authors discuss how separating this connection, of mind (reason) and body (emotion) is not exactly necessary. I know, for one, that the research I do now, I not only do because it peaks my interests and curiosities, but also because I wish to change our hegemonic values regarding gender and society.

Now, I also believe that one must be careful not to blindly let their emotions into research. I have read feminist literature where even I, a self-identified "angry feminist," feel a little overwhelmed with the intense emotion and strong opinions. The book Full Frontal Feminism by Jessica Valenti comes to mind, where she includes a chapter about how to date as a feminist, sometime even I do not like being told how to do.


"Feminism approaches to research have always emphasized action and social change," say the authors, and I really agree with this as well. Not only does feminist research empower women personally, but it also helps to push along changing thought, both social and political. There discussion of "Social Action and Policy" reminded me of a pedagogy article I read in preparation for TAing of an Intro to Soc class. The article discussed how students often felt overwhelmed by the topics of inequality. The author suggested ending the class asking the students to discuss what they can do as individuals to change the inequality, and what could be done on a social/political level. I found it really challenged them -- they thought it was impossible to change, but saw how they could have a role in social change, and even why others, were becoming activists. I know that I viewed my role as a teacher and leader in the classroom as a form of activism.

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