Feminist Pedagogy in the Neoliberal University: The Limits of Precarious Labour

In recent years, feminist pedagogy has been advanced as a strategy for disrupting the neoliberal cor-poratization of the university classroom. In this paper, we recognize , trouble this disruptive potential, ex-amining how the working conditions faced by adjunct instructors affect our ability to put our commitments to feminist pedagogy into practice. Based on our own ex-periences as sessional instructors, we argue that condi-tions such as heavy workloads, alongside limited access to institutional resources and community, contribute to faculty burnout and hinder our ability to build and maintain feminist student-instructor relationships. Drawing on existing scholarship on feminist pedagogy , emerging work exploring the challenges of teaching within the neoliberal university, we argue for the need to extend and complicate dominant understandings of fem-inist pedagogy as a series of values and practices that in-dividual instructors can implement, and to recognize how its enactment is limited by the adjunctification of higher education. This paper pertains to instructors, par-ticularly those in feminist departments, seeking to apply feminist pedagogy across the university.