This instructional tool is meant to facilitate both self-learning and the incorporation of Feminist Futures in classroom curricula, with the overall goal of enhancing creative and intellectual connections on issues of feminism, feminist theory, and feminist-led movements.  

QUESTIONS:

1. In organizing, what power structures may exist and what alternative models does the interview point towards?

2. According to Ella Baker, how is leaderless leadership organized? How does class analysis influence this model? 

3. June Jordan said, “I was born a Black woman and I became a Palestinian.” What must be taken into account when creating meaningful international solidarity? 

ACTIVITY: WHAT DOES LEADERSHIP LOOK LIKE?

Analyze “leaderless leadership” using a critical lens. Create a classroom debate on different leadership models.

Possible instruction visual: A symbol representing debate.

ACTIVITY: THIS IS WHAT SOLIDARITY LOOKS LIKE

Create a solidarity venn diagram. Look at the different forms of solidarity (allyship, accomplice, co-conspirator, etc.) and fill in the spaces with values or examples that color the different shades of solidarity. 

Possible instruction visual: Create a Venn diagram that has solidarity in the middle and blank spaces for ally, accomplice, or co-conspirator.

QUESTIONS:

1. What did women’s rights symbolize to the Islamic revolution in Iran? 

2. How did blending Islamic and civil law improve or complicate rights?

3. The author discusses examples of a shift from “rights” to “status” in this essay. Answer one of the following prompts: 

a. How do either impact gender equality?

b. What role did language play in establishing this shift during the revolution?

ACTIVITY: WE THE PEOPLE..

Imagine you are part of a newly formed governing body. Create a framework, manifesto, or constitution through a critical feminist lens.

Possible instruction visual: Share cover art of manifestoes.

QUESTIONS:

1. In your own words, define imperial feminism. How does it create hierarchy or exclusion across transnational expressions of feminism? 

2. Identify the ways Kimberlé Crenshaw’s concept of intersectionality may uplift social movements? 

3. How does the inclusion of feminism shape liberation struggles?

ACTIVITY: INTERSECTIONAL CONSTELLATIONS

Communities are often asked to “check a box” when self-identifying. This practice undercuts the nuances of our intersectional identities. The following drawing exercise aims to redefine the lines that shape who we are.

1. Write down all the ways you identify on a blank sheet of paper.

2. Draw lines connecting your identities, starting with the ones that resonate the most.

3. Make use of squiggly lines, sharp lines, dotted lines, etc., for different connections.

The drawing you are left with is one way to visualize your constellation of identities.


Possible instruction visual: Draw a sample constellation.

QUESTIONS:

1. Feminist and queer analysis reveal the way identity may be formed by governments. Answer one of the following prompts: 

a. What are ways in which a state may construct identity to reinforce gender norms?

b. What are ways in which a state may construct identity to create patriarchal subjects?

2. How does the state use hetero-masculine models of family to justify patriarchal dominance? 

3. How does protest create an opportunity to transform state sponsored identities?

ACTIVITY: INTERIOR TRANSFORMATION

The essay revealed that protest may occur inside the home to transform state enforced identity formation. Analyze how the layout of your home, office, etc. may construct aspects of your identity. Change your layout to recreate your identity.

Possible instruction visual: Draw a layout.

QUESTIONS:

1. What are the similarities and/or differences between decolonial feminism and liberal feminism? 

2. Compare and contrast the U.S. Women's March to LASTESIS’s performance of “Un Violador en tu Camino.” 

3. Performance is often used in protest. Answer one of the following prompts:

a. How is performance a form of embodied activism? Can one “perform” embodied activism?

b. How is performance a form of feminist resistance? Can one “perform”
feminist resistance?

ACTIVITY: POWER OF PERFORMANCE

Design a public performance to lift up a social movement for change. Feel free to use or combine any expressive form, including choreography, spoken word, music, theater, etc.

Possible instruction visual: Draw someone performing protest.

QUESTIONS:

1. Discuss examples of spatial inequality. Answer one of the following prompts:

a. How do government policies restrict disabled and femme bodies in public space?

b. How does spatial inequality impact the movement or mobility of differently abled bodies?

2. How does the feminist movement and/or disability movement reimagine mobility within public space? 

ACTIVITY: REVOLUTIONARY SPACE

Imagine you are organizing a demonstration. Create an accessibility audit. How inclusive is the environment you are building for people of different bodies and experiences?

Possible Visual: Draw a check-list.

QUESTIONS:

1. According to the author, what is the role of the intellectual in social movements?

2. What are examples of social movements that manifested through social platforms? What advantages, limitations or concerns emerge? 

3. How do commercial interests intersect with social movements? What are some examples of corporate censorship? 

ACTIVITY: MAPPING YOUR ROLE

Map your role within a digital social movement.

1. Choose a social movement

  • Black Lives Matter, Woman Life Freedom, LGBTQ+ Rights, Disability Rights, etc.

2. How do you want to show up digitally? 

  • Artistically, fiscally, academically, compassionately, emotionally  

3. Tool box:

  • Create a social media post

  • Write a letter for an email blast

  • Make a donation

  • Sign a petition

  • Write an op-ed

  • Create a virtual book club 

  • virtual support circle

Possible visual: Draw a diagram indicating a step by step process

QUESTIONS:

1. How did the geography of protest become a message during the Tal’at Movement? What are examples of geography as a political gesture?

2. How does the author frame love as a political act? How does occupation create barriers to love and intimacy?

3. Examine the Tal’at Movement through the lens of their protest chant. Answer one of the following prompts:

a. How does the chant reflect back intersectional values?

b. Draw connections between the Tal’at Movement and other social movements through the lens of protest chants.

ACTIVITY: WORDS FOR CHANGE

The chants presented in this essay drew intrinsic connections between feminism and liberation. Write a protest chant that highlights intersectional principles, using 10 words or less.

Possible instruction visual: Draw someone chanting or holding a poster with a chant.

QUESTIONS:

1. Define, in your own words, militarized feminism.

2. How do state projects of gendered ideology exploit feminist narratives?

3. List examples of how governments around the world have institutionalized women's bodies as state objects?

ACTIVITY: TEMP CHECK 

Historically, feminism has been co-opted to disguise institutional projects within politics, academia, corporate settings, etc.

Using the analogy of a temperature check, write a list of indicators that serve as markers of feminist representation.

Possible instruction visual: Create a diagram of a thermometer.