Registration is now open for the Spring 2026 of The Stories Between reading group! We are expanding our group even further, diving in together to explore all that our authors have in store for us.
Join us for the next meeting of the 2026 Stories Between reading group Thursday, April 23rd, at 5:30pm PST/7:30 CST/ 8:30 EST!
For our April session, we are excited to dig into texts focused on transfeminist thought! We are reading Emi Koyama’s 2001 essay, The Transfeminist Manifesto and excerpts of Jude Doyle’s 2025 book, DILF: Did I Leave Feminism?
Who Are We?
The Stories Between is an alumni reading group that meets virtually each month to discuss shared texts. As we dive into each reading, we connect with each other, build community, and explore important themes of feminist theory, speculative fiction, past/present/future, bodies, identities, autonomy, and much more.
We are better together and stronger than ever in our vibrant GWS community.
GWS Staff Picks!
Recommended By Amber
This month I’ve been spending some time with the graphic novel The Deep Dark by Molly Knox Ostertag.
Magdalena Herrera is hiding a secret. Every night Mags must travel beneath the floorboards of their home to feed a monster directly from her blood to prevent it from escaping and hurting others. Moving through a world of black and white to color, Mags must explore what it means to live with her monster, because if it dies, so does she. From a monstrous secret, to the return of their childhood friend Nessa, The Deep Dark explores themes of queer/trans identity & place making, family, trauma, and acceptance.
Recommended by Dr. Kate Phelps
My recommendation for this month is Radical Pedagogy: New Visions of Feminism, Justice, Love, and Resistance in the Classroom edited by Megan Feifer, Maia L. Butler, and Joanna Davis-McElligatt. In this collection, contributors reflect on and explore bell hooks’ work and vision of education as a practice of freedom, resistance, and love, organized into sections on engaged pedagogy, hope, the body-mind-spirit connection, and anti-colonial resistance, and what makes her work accessible to students, teachers, and researchers.
As hooks reminds us, “any radical pedagogy must insist that everyone’s presence is acknowledged. That insistence cannot be simply stated. It has to be demonstrated through pedagogical practices. To begin, the professor must genuinely value everyone’s presence.”