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This chapter describes the contribution of Third World feminism for a materially grounded understanding of inclusive education that can make the transnational significance of this field more robust and enduring. The work of Third World feminist scholar, C. T. Mohanty, forms the central focus of the discussion, which develops linkages between the philosophical roots of her teachings and the work of some disability studies scholars. I argue that a historical-materialist understanding of disability is necessary for developing a nuanced theory of inclusive education that confers significance to the element of process. This supports a more expansive conceptualization of inclusive education that can avoid the theory-practice divide which leaves schooling systems around the world at hierarchized locations of ‘success’ or ‘failure’ in realizing its principles.

The paper aims to examine the potential feminist politics of teaching: is there a clear connection between feminism and teaching, and is there a particular feminist way of teaching? Through notions of engaged political pedagogy (as developed by bell hooks Jacques Rancière), it proposes an intersectional and dissensual approach to teaching, as a primary way of practising feminist politics within academia.

The paper sets out to explore the possibility of a feminist pedagogy of teaching. Drawing on works by social and feminists theorists as well as by radical pedagogues, it negotiates these various standpoints, finding similarities and differences, in order to formulate ways in which we can more fruitfully conceive of teaching as politics.

The paper proposes that the classroom proves one of the most radical spaces for possibility within academia. Through an engaged, dissensual pedagogy, in which both students and teachers work together in mutual recognition of each other's knowledge, the feminist teacher can enthuse political change both within and outside of the classroom.

Teaching is often viewed as a less important part of academic work. This paper, in contrast, proposes the classroom as one of the spaces where we as feminist academics can have the most impact. Providing a theoretical methodology of a potential feminist teaching pedagogy, this paper adds a well‐needed exploration of the relation between teaching and feminism, and a defence of teaching as politics.

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Authors’ note: To capture the collaborative feminist process in writing this article, we list authors’ name alphabetically rather than the traditional presentation of lead author first.

We use Third World, Materialist, and Poststructuralist feminist perspectives with an intersectional transnational lens to analyze our self-reflections about feminist pedagogy and the messy business of conducting our research. We draw on student participant interviews and responses to follow-up questions to support key arguments.

Much feminist pedagogy discourse constructs consciousness-raising and empowerment as positive. However, our research indicates our students’ experiences of these processes as well as our own as teachers and researchers is contradictory; outcomes are often unintended and not always positive, despite our best intentions.

Our work seeks to destabilize problematic notions of empowerment and consciousness-raising by contributing accounts of how feminist pedagogy impacts students in sometimes negative, unintended ways. These contributions should be utilized to better understand power relations between students and teachers, as well as refine pedagogical approaches to best address and reevaluate their impacts on students.

Rather than perpetuate decontextualized and overly optimistic notions of feminist pedagogy, consciousness-raising, and empowerment that fail to capture the complexities and contradictions of women’s lives and the gendered relations in which they participate, this chapter stands as a call to feminists to problematize their key concepts and practices and lay them open to critique.

The discourse of the “poor oppressed other woman” has been reinvigorated by the conservative turn in international politics. Thus, the Bush administration's deployment of her to justify the war in Afghanistan has been roundly criticized by feminist theorists (Braidotti, 2005; Youngs, 2006, p. 9). In this light, this chapter's criticism of another figure of “the third world woman”, the apparently more positive “super heroine” of women's liberation (see Ram, 1991) or worthy recipient of development might seem churlish and misplaced. However, the super heroine of development is also constrained by and assimilated within the dominant discourses of emancipation and development (as Mohanty, 1991, so famously argued): women are “objectified as beneficiaries and victims” (Youngs, 2006, p. 9).

Presents an application of analytic hierarchic process (AHP) for evaluating the sources of supply in a materials management situation. Evaluation of alternative sources is an unstructured decision problem involving multiple factors and attributes generic at different levels. In order to facilitate decision support to the materials managers, an all encompassing effective analysis is needed to determine the right supply source so as to be compatible with the organizational objectives. It seems that AHP helps in providing such a decision support.

This paper examines the ways in which the concepts of “quality”, “productivity” and “business performance” are dealt in the literature to exhibit that terms used within these fields are vaguely defined and poorly understood. The purpose of this paper is to define quality, productivity and business performance along with their linkages for home-based brassware manufacturing units.

This paper reviews related academic literature mostly since past ten years.

This paper clarifies meaning and linkages of quality, productivity and business performance in home-based brassware manufacturing units.

The meaning and interpretations of quality, productivity and business performance may differ for other manufacturing units.

This paper highlights determinants of quality, productivity and business performance using key performance areas as applied explicitly for home-based brassware manufacturing units. The systems approach has been applied to understand productivity.

This paper creates terminologies that reduce the existing confusion with the field for applications in academia and brassware industry.

This essay argues for a a radical interactionist framework using autoethnographic tools as well as critical feminist perspectives. Not all “masculine” systems are necessarily all “evil” and “feminist” systems are not unambiguously good, devoid of context. The vantage point from which I engage Lonnie Athens’ work on radical interactionism is rooted personally and professionally: as a woman of color who was formerly a tenured Associate Professor of English and Humanities turned joint Juris Doctor in Law and Women’s Studies Graduate and Teaching Fellow in Women’s Studies.

An autoethnographic exploration of critical pedagogies, as practiced by law professors, concretely shows that a radical interactionist framework more accurately describes the fluctuating borders of power in the classroom. In addition, feminist critiques against Athens’ work, as evidenced, for example, by Deegan’s critique of the “patriarchal” type of “Chicago pragmatism” practiced by Mead, suffer from similar simplistic binaries as Noddings’ “ethic of care” – which reduces gender to sex, and unconditionally idealizes the “feminine” as “feminist.” Most importantly, this biologically determinist perspective does not take into the account the lived realities of lesbians and women of color, for whom the principle of domination is always, already a part of the worlds into which they are flung.

This chapter closes with an examination of how an acceptance of the radical interactionist principle of domination combined with an intersectional approach, rather than a binary of gender, could yield fruitful results in new areas of application, such as international human rights, and critical race theory and criminal law.

This article examines the underlying paradigm of the total management process of productivity so as to observe the underlying drives. Given the variety of conditions prevailing in developing countries, an organisation may take a number of concepts and alternatives to improve its ability to maintain values and to create values for the future. It has been hypothesised that productivity may be enhanced by recognising the need to maximise the availability of organisational assets.