Digital Time, Teaching Temporalities, and Feminist Pedagogies: Teaching Varda’s Gleaners (2000) Twenty Years on

Chamarette, Jenny (2022). Digital Time, Teaching Temporalities, and Feminist Pedagogies: Teaching Varda’s Gleaners (2000) Twenty Years on. In: Kennedy-Karpat, Colleen and Çiçekoğlu, Feride eds. The Sustainable Legacy of Agnès Varda: Feminist Practice and Pedagogy. London: Bloomsbury Academic, pp. 161–168.

DOI: https://doi.org/10.5040/9781350240933.ch-15

Abstract

Les Glaneurs et la Glaneuse (The Gleaners and I, 2000; hereafter Gleaners) has been a key text on courses I have taught since the mid-2000s, for its political prescience; its intermedial relationships to art and visual culture; and its essayistic, auto-ethnographic approach. Digital filmmaking is of course one of the film’s key subjects. More than any other, Gleaners has inspired me as a teacher to experiment with digital and feminist pedagogies: first in conversation with young aspiring university applicants; then via an interactive website I designed for undergraduates in the early 2010s; and from 2012 onward, to a new generation of students developing their critical expression through filmmaking and online interventions. In this short account, I discuss some feminist and digital pedagogies that have emerged out of twenty years of studying and teaching Varda. This approach is partly auto-ethnographic, placing my own development as a feminist educator, writer, and scholar alongside the ways that teaching Varda has moved and supported my students. Pedagogical strategies are, as bell hooks puts it, “not just for our students but for ourselves.” I need no further incentive to write myself into the picture of my teaching practices with Varda, and to write Varda into a personal history of feminist digital pedagogy....

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