Abstract of the week!

Been a while, but you have to let the likely journals recharge their marxist fatuity tanks from time to time. Here's one from the Canadian Journal of Women and the Law.

Global Distributive Justice: The Potential for a Feminist Analysis of International Tax Revenue Allocation

This article has a modest aim—to engage feminists and progressive international tax scholars in a shared dialogue about the importance of protecting and enhancing the state's revenue-raising and international revenue distribution roles. To this end, the article reviews some of the feminist and critical race scholarship that might assist international tax scholars and policy makers concerned with issues of international revenue distribution; explains the role of tax treaties in allocating tax revenues between nations; applies a feminist analysis to the problem of this international revenue allocation project; and offers some tentative thoughts about a feminist approach to allocating a greater portion of international tax revenues to low-income countries.

One more, this from the journal Feminist Formations (formerly the NWSA--National Women's Studies Association--Journal).

Unmirroring Pedagogies: Teaching with Intersectional and Transnational Methods in the Women and Gender Studies Classroom

As the U.S. academy increasingly markets "the global" and "diversity" for undergraduate student consumption, feminists face new challenges with respect to the decolonizing goals of teaching. Analyzing race, gender, and culture intersections that inform epistemological desires in the Women and Gender Studies classroom, this article examines the potential of a "pedagogy of unmirroring" to engage students in a decolonizing process of learning that facilitates intersectional and transnational feminist methods. The analysis draws from personal teaching experiences to argue that the languages of postcolonial feminist studies can be applied to a politics of knowledge in the classroom by rendering self–other relations of empire visible to the "mirror" of student perceptions in ways that help them confront epistemological desires rooted in imperialist assumptions.