Mashinda Hedgmon

Dr. Mashinda Hedgmon is advancing the conversation in feminist pedagogy and the innovative use of discomfort as a teaching tool at the Women's and Gender Studies department at the University of Maryland-Baltimore County. Her research delves into the intricate dynamics of classroom environments, emphasizing the importance of discomfort in fostering critical thinking and deeper engagement among students. Dr. Hedgmon's scholarly pursuits are centered around the development of ground rules that support feminist pedagogy and the creation of safe, inclusive classrooms. Her inquiries have led her to explore a variety of resources that address the role of emotions and power in educational settings. Influential works such as Megan Boler's "Feeling Power: Emotions and Education" and Berenice Malkah Fisher's "No Angel in the Classroom: Teaching Through Feminist Discourse" have been pivotal in shaping her approach to teaching and research. In her quest to enhance the educational experience, Dr. Hedgmon is particularly interested in the intersection of conflict and community building within Women's Studies. She actively seeks out articles and studies that provide insights into the challenges and opportunities of creating learning environments that are both inclusive and intellectually stimulating. Her work underscores the complexities involved in balancing discomfort with safety, aiming to cultivate spaces where students can engage in meaningful dialogue and personal growth. Dr. Hedgmon's commitment to her field is reflected in her continuous search for innovative strategies that challenge traditional pedagogical norms. By embracing discomfort as a catalyst for learning, she encourages students to confront difficult topics and engage with diverse perspectives. Her research not only contributes to the academic discourse on feminist pedagogy but also has practical implications for educators seeking to create transformative educational experiences. Through her work, Dr. Hedgmon is redefining the boundaries of feminist pedagogy, advocating for teaching methods that prioritize emotional engagement and critical reflection. Her dedication to exploring the nuances of discomfort in education positions her as a leading voice in the ongoing dialogue about how to effectively teach and learn in today's complex and ever-evolving academic landscape.