A Dialogue on Action: Risks and Possibilities of Feminism in the Academy in the 21st Century


  • Jessica Ketcham Weber Louisiana State University
  • Lisa Costello Georgia Southern University
  • Allison Gross University of Washington-Seattle
  • Regina Clemens Fox Arizona State University
  • Lorie Jacobs University of Texas at Arlington


pedagogy, feminist theory, rhetorical theory


This collectively authored essay explores the state of feminism in/and the academy in the 21st century. We examine the relationship between space, discourse, and action, and consider how the institutionalization of particular spaces affects our voices. We also imagine how feminist pedagogies and feminist performances might evolve to reflect changing notions of political action.

Author Biographies

Jessica Ketcham Weber, Louisiana State University

Jessica is a PhD Candidate in the English department and the Program Coordinator for the Women's & Gender Studies Program at LSU. She teaches for both departments, as well as in the Baton Rouge community. Her research areas include cultural studies, feminist and anti-oppression theories & pedagogies, and activist rhetorics.

Lisa Costello, Georgia Southern University

Lisa is an Assistant Professor in the Department of Writing and Linguistics at Georgia Southern. She does research primarily in the areas of rhetoric, gender studies and the holocaust.

Allison Gross, University of Washington-Seattle

Allison is completing her doctoral degree in English at the University of Washington-Seattle. Her interest is in rhetoric and composition studies, with foci on feminism, critical race theory, and critical discourse analysis.

Regina Clemens Fox, Arizona State University

Regina is currently a lecturer of English composition at Arizona State University. Her research interests include rhetorical theory, feminist and womenââ¬â¢s studies, postmodernism, and the body as a text.

Lorie Jacobs, University of Texas at Arlington

Lorie is currently studying for her doctorate in Rhetoric and Composition at the UT-Arlington. Her research interests include pedagogical models for first year composition, graduate teacher training, and building partnerships between secondary and postsecondary educators.