Teaching Tehmina Durrani’s My Feudal Lord: Feminist Pedagogy and Ethical Challenges in the Literature Classroom

Abstract

Aims: The study aims to examine how feminist pedagogy can be meaningfully applied to the teaching of Tehmina Durrani’s My Feudal Lord in literature classrooms, foregrounding the text’s engagement with patriarchy, power, and gendered violence.

Methodology: Adopting a qualitative pedagogical approach, the paper draws on feminist teaching theory (bell hooks, Sara Ahmed), trauma-informed pedagogy, and close textual analysis. Classroom observations, reflective teaching practices, and student responses are used to assess how learners engage with the text’s representations of gendered oppression and resistance.

Outcome: The study finds that when taught through feminist and trauma-sensitive frameworks, My Feudal Lord enables students to critically examine structures of feudal patriarchy, normalize conversations around gendered violence, and recognise narrative testimony as a form of resistance.

Conclusion and Suggestions: The paper concludes that teaching My Feudal Lord requires an ethically grounded feminist pedagogy that prioritizes care, reflexivity, and contextualisation alongside literary analysis. The study recommends integrating trigger warnings, guided discussions, comparative texts, and reflective writing to create inclusive and responsible learning environments.