Thematische Bibliographien / Feminist and norm-critical pedagogy

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Auswahl der wissenschaftlichen Literatur zum Thema „Feminist and norm-critical pedagogy“

Autor: Grafiati

Veröffentlicht am 29. Juni 2021

Zuletzt aktualisiert am 3. Februar 2022

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Zeitschriftenartikel zum Thema "Feminist and norm-critical pedagogy"

Yates, Lyn. „Feminist Pedagogy Meets Critical Pedagogy Meets Poststructuralism“. British Journal of Sociology of Education 15, Nr. 3 (Januar 1994): 429–37. http://dx.doi.org/10.1080/0142569940150309.

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Kirsch, Gesa E., Carmen Luke, Jennifer Gore, Sue Middleton und Magda Gere Lewis. „Feminist Critical Pedagogy and Composition“. College English 57, Nr. 6 (Oktober 1995): 723. http://dx.doi.org/10.2307/378579.

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Cannizzo, Hayley Anne. „Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing“. Education Sciences 11, Nr. 8 (02.08.2021): 393. http://dx.doi.org/10.3390/educsci11080393.

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Feminist pedagogy is a teaching practice, philosophy and process that seeks to confront and deconstruct oppressive power structures both within and outside of the classroom using a gendered lens. As Women’s Studies departments continue to grow in many universities, feminist pedagogy seems to be gaining popularity as an approach to engaging students in liberatory classroom practices. However, feminist language pedagogy (feminist pedagogy in the second language learning context) appears to have stagnated. This paper investigates the implementation of feminist language pedagogy in an EAP writing classroom for first-year students at a public university in the Southwest of the United States. Using action research, the teacher, who is the author of this paper, examined how feminist language pedagogy aids the development of her students’ critical consciousness and serves as a motivational tool for L2 writing development. The author finds that even in a short, sixteen-week semester, it is possible for students to foster critical consciousness without sacrificing linguistic development.

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Ramos, Fabiane, und Laura Roberts. „Wonder as Feminist Pedagogy: Disrupting Feminist Complicity with Coloniality“. Feminist Review 128, Nr. 1 (Juli 2021): 28–43. http://dx.doi.org/10.1177/01417789211013702.

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This article documents our collaborative ongoing struggle to disrupt the reproduction of the coloniality of knowledge in the teaching of Gender Studies. We document how our decolonial feminist activism is actualised in our pedagogy, which is guided by feminist interpretations of ‘wonder’ (Irigaray, 1999; Ahmed, 2004; hooks, 2010) read alongside decolonial theory, including that of Ramón Grosfoguel, Walter D. Mignolo and María Lugones. Using notions of wonder as pedagogy, we attempt to create spaces in our classrooms where critical self-reflection and critical intellectual and embodied engagement can emerge. Our attempts to create these spaces include multiple aspects or threads that, when woven together, might enable other ways of knowing-being-doing that works towards disrupting feminist complicity with coloniality in the Australian context.

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Epstein, Sarah Bernadette, Norah Hosken und Sevi Vassos. „Creating space for critical feminist social work pedagogy“. Aotearoa New Zealand Social Work 30, Nr. 3 (08.12.2018): 8–18. http://dx.doi.org/10.11157/anzswj-vol30iss3id489.

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INTRODUCTION: The practice and teaching of western social work is shaped within the institutional context of a predominately managerial higher education sector and neoliberal societal context that valorises the individual. Critical feminist social work educators face constraints and challenges when trying to imagine, co-construct, enact and improve ways to engage in the communal relationality of critical feminist pedagogy.APPROACH: In this article, the authors draw upon the literature and use a reflective, inductive approach to explore and analyse observations made about efforts to engage with a subversive pedagogy whilst surviving in the neoliberal academy.CONCLUSION: While the article draws on experiences of social work teaching and research in a regional Australian university, the matters explored are likely to have resonance for social work education in other parts of the world. A tentative outline for thinking about the processes involved in co-creating a critical feminist pedagogical practice is offered.

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Pabón, Jessica N., und Shanté Paradigm Smalls. „Critical intimacies: hip hop as queer feminist pedagogy“. Women & Performance: a journal of feminist theory 24, Nr. 1 (02.01.2014): 1–7. http://dx.doi.org/10.1080/0740770x.2014.902650.

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Warren, Karen, und Alison Rheingold. „Feminist Pedagogy and Experiential Education: A Critical Look“. Journal of Experiential Education 16, Nr. 3 (Dezember 1993): 25–31. http://dx.doi.org/10.1177/105382599301600305.

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King, Rachael Scarborough. „Critical Pedagogy and Feminist Scholarship in the Archives“. Huntington Library Quarterly 84, Nr. 1 (2021): 189–201. http://dx.doi.org/10.1353/hlq.2021.0020.

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Grissom-Broughton, Paula A. „A matter of race and gender: An examination of an undergraduate music program through the lens of feminist pedagogy and Black feminist pedagogy“. Research Studies in Music Education 42, Nr. 2 (01.11.2019): 160–76. http://dx.doi.org/10.1177/1321103x19863250.

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Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. This study examines ways feminist pedagogy and Black feminist pedagogy are integrated into the undergraduate music program at Spelman College, a historically Black college for women. Using Barbara Coeyman’s four principles of traditional feminist pedagogy for women’s studies in music and the general music curriculum (i.e., diversity, opportunities for all voices, shared responsibility, and orientation to action) as a theoretical framework, the following three components were examined for this study: content (curriculum and course design), context (structural influences of gender and race), and pedagogy (classroom instruction and learning outcomes). The analysis of data ascertained through triangulated measures of interviews, observations, and document collection provided suggestions as to how music educators can design and teach within a music environment that is socially and culturally inclusive for all students.

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Kingsland, Emily. „Undercover Feminist Pedagogy in Information Literacy: A Literature Review“. Evidence Based Library and Information Practice 15, Nr. 1 (12.03.2020): 126–41. http://dx.doi.org/10.18438/eblip29636.

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Abstract Objective – Feminist pedagogy in library instruction presents a new approach to actively engaging students in the research process. While feminist pedagogy in universities found early adoption in the 1970s, it is a newer phenomenon in library instruction, finding its early roots in works by Ladenson (2010), Accardi (2010), and Accardi and Vukovic (2013). By fostering active engagement and critical thinking skills, feminist library instruction sessions encourage students to question authority, actively participate in the knowledge production process, and become aware of their power and information privilege as they navigate increasingly complex information environments. At its core, this specific pedagogical approach subverts traditional classroom dynamics by focusing on diversity and inclusion. This literature review demonstrates how feminist pedagogy is currently being practiced in academic library information literacy sessions and how students can be assessed in a feminist manner. Methods – Practitioners of feminist pedagogy draw on techniques and methodologies designed to emphasize and value different experiences, such as cooperative learning, collaborative learning, inquiry-based learning, and inquiry-guided learning. These techniques and methodologies are used to develop students’ information literacy skills, to take ownership of the research process, and to stimulate critical inquiry. For the literature review, the following databases were searched: Education Resources Information Center (ERIC) on the ProQuest platform; Library & Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); Scopus; and Web of Science Core Collection. Hand searching in WorldCat, as well as cited reference searching and bibliography mining, were also conducted. The searches were run between November 2018 and April 2019, followed by a second round in July 2019 based on participant feedback from the 2019 EBLIP10 conference. Case studies, books, book chapters, literature reviews, research papers, interviews, surveys, and papers based on statistical and qualitative analysis were consulted. Results – While some librarians may lack familiarity with feminist theory, feminism writ large influences academic librarians’ professional practice (Schroeder & Hollister, 2014). Librarians can incorporate feminist pedagogy into their practice and assessment in many concrete ways. However, librarians who focus on feminist pedagogy may face obstacles in their teaching, which may explain why publications on feminist pedagogical discourse within library and information studies have emerged only within the last decade (Fritch, 2018; Hackney et al., 2018). The most common challenge feminist librarians face is the restrictive nature of the standalone, one-shot information literacy session. Moreover, there is much room for improvement in library and information studies programs to introduce students to the theory and practice of feminist pedagogy. Conclusion – This paper highlights examples of feminist methods librarians can put into practice in their information literacy sessions and ways in which students can be assessed in a feminist manner. The literature demonstrates that feminist pedagogy has been successfully implemented for decades in universities. By comparison, practicing feminist pedagogy at the library instruction level is a relatively new area of focus within the profession. Hopefully, this growing trend will lead to more evidence based literature in the near future.

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Dissertationen zum Thema "Feminist and norm-critical pedagogy"

Åkesson, Emilia. „Affectivity in the classroom : A contribution to a feminist corpomaterial intersectional pedagogy“. Thesis, Linköpings universitet, Tema Genus, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107163.

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In this study I aim to contribute to the field of feminist corpomaterial intersectional pedagogies, which I understand as a part of the broader field of feminist postconstructionist pedagogies. Against the background of feminist postconstructionism I wish to overcome binary understandings of for example discourse/materiality, theory/practice, male/female and mind/body in pedagogies. To follow this through I have analysed how affects and emotions are present in a classroom by studying the possibility of taking a starting point in the body while rethinking the anti-oppressive and norm critical pedagogical idea of the self-reflective teacher. In order to challenge the idea of the teacher as a neutral, universal and rational knowledge producer, I have in this study analysed how one can affectively and emotionally situate teacher-bodies and participant-bodies in a classroom. The analysis was carried out on the basis of empirical material collected at a workshop on corporeality and norm critical pedagogy organised in a teacher-training program at a Swedish university. The workshop was conducted as intra-active-research and the material consists of my field diary, eight written interviews, one oral interview and my experiences from leading the workshop. I argue in this study that teacher-bodies affectively and emotionally could be situated as both following a corporeal schema, an expected plan for how a teacher-body should act and move, and also as stepping away from and disrupting this schema. Further on I argue that teacher-bodies could be situated as memory banks and as working from memory. I stress how important it is in pedagogic situations to be aware of the ways in which bodies in a room affect and are affected by each other, in other words; how bodies “do not end at the skin”. This affective and emotional situatedness shows how it is possible to overcome the idea of teachers and students as bodily neutral. I also argue that it might be important to integrate workshops on corporealities in teacher training. This could be one possible way to start to think on one’s affectively and emotionally situatedness as teacher, something I claim as required if one aspires for a feminist intersectional corpomaterial pedagogy.

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Matzke, Aurora. „Distributed (Un)Certainty: Critical Pedagogy, Wise Crowds, and Feminist Disruption“. Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1322325613.

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Ramalho, Tania. „Towards a feminist pedagogy of empowerment : the male and female voices in critical theory /“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495487.

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Gilbert, Melissa Kesler. „Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings“. Thesis, Boston College, 2010. http://hdl.handle.net/2345/1814.

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Thesis advisor: Sharlene Hesse-Biber
Service-learning is an experiential form of education that moves students outside of the walls of academe to meet community-identified needs through the application and renegotiation of a set of theoretical and methodological skills. It is simultaneously a teaching strategy, an epistemological framework, and an educational reform movement. This research takes the form of multi-methodological case studies of service-learning classrooms and service-learning partnerships, examining the translation of feminist pedagogy to the service-learning experience. The voices of students, faculty, pioneers, administrators, and community partners articulate the common and uncommon struggles of teaching a new generation of students to learn and serve in agencies while simultaneously recognizing their own capacity for agency. This work provides evidence that applying feminist pedagogical principles to service-learning initiatives creates more meaningful transformations for our students, faculty, and communities. The interdependent Feminist Service-Learning Process posited here is an innovative framework for moving our students across the civic borders necessary for community engagement
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology

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Terzoglou, Effrosyni (Froso). „Sex Education 101 : Constructing Gender, Sexuality, and the Body in the Revised Swedish High School Curriculum. An Intersectional Critique“. Thesis, Linköpings universitet, Institutionen för tema, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177282.

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In February 2021 the Swedish government announced the revision of curricula in every educational level, to correspond to the Sexuality, Consent and Relationships knowledge field. The purpose of this research is to explore the ways the Swedish high school curriculum, with the support of Skolverket’s webpage, has integrated notions of a) gender and sexuality, b) body in connection to sexuality and c) ethnicity, concerning students. This paper begins with the historical context of sex education in Sweden, reaching the current situation. Then, with a Critical Discourse Analysis (CDA) approach, it attempts to answer the research questions, based on theories from both pedagogical and gender studies to set the basis for the research analysis. The major finding of this research is that the curriculum addresses to large extent issues of inclusivity around gender and ethnicity, with a focus on gender-based violence and consent in relationships. On the other hand, the human body is not actively present in that process, while students’ sexuality is presented as more passive than active. Finally, the language of this new curriculum works in many cases in a cisnormative way while there are parts where language is more inclusive. Τhis research suggests that Swedish educational policies rethink issues of identity in relation to sex education and that they imagine a more active role for students in their own sex education.

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Brimmer, Allison. „Investigating affective dimensions of whiteness in the cultural studies writing classroom toward a critical, feminist, anti-racist pedagogy /“. [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001226.

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Kuykendall, Sue A. Morgan William Woodrow Strickland Ron L. „The subject of feminist literary practices radical pedagogical alternatives (teaching subjects/reading novels) /“. Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411040.

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Thesis (D.A.)--Illinois State University, 1993.
Title from title page screen, viewed February 23, 2006. Dissertation Committee: William Morgan, Ronald Strickland (co-chairs), Victoria Harris, Thomas Foster, Anne Rosenthal. Includes bibliographical references (leaves 228-242) and abstract. Also available in print.

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Sosa-Provencio, Mia Angelica. „Cultural armor and living in the crossroads| Surviving and thriving through a Mexicana/mestiza critical feminist ethic of care“. Thesis, New Mexico State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3582402.

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Mexican/Mexican-Americans are native to this continent on both sides of the U.S./Mexico Border and while projections show a 300% population increase by 2050, the struggle for equity and educational access persist. This Chicana Critical Feminist Testimonio reveals a Mexican/Mexican-American Ethic of Care which creates schooling spaces in which Mexican/Mexican-American students find healing, dignity, and academic preparation necessary to build hopeful futures for themselves and their families.

This research reveals curriculum and pedagogy that embody a Mexican and Mexican-American Ethic of Care and the Testimonios of racialized struggle and survival that undergird it. Utilizing Testimonio as methodology, I conducted individual interviews, field observations, focus group interviews, and collected ongoing self-reflections and photographic data over the course of five months with four Mexican/Mexican-American female educators within a mid-sized U.S./Mexico border city.

The findings of this study reveal rootedness of a Mexican/Mexican-American Ethic of Care within intergenerational Testimonios and within the larger Mexican/Mexican-American struggle for equity and access. Findings likewise reveal that participants reconstruct notions of social justice revolution through a blurring and blending of mainstream notions of revolution. Within participants' knowledge of the professional, personal risk of fighting for social justice in visible ways reminiscent of. the 1960's Chicano Movement, participants fight for their Mexican/Mexican- American students beneath an ambiguous blurring–a mestizaje–which conceals and protects their long-term ability to do so. Their concealed Revolución is then fought by way of their tongue/language, physical bodies, and spirits as Revolucionistas– re-imagined and reconstructed Revolutionaries–who carry education as an ethical imperative.

Findings of this research have implications for educators at all levels and of all backgrounds to conceal and thereby sustain their battle for all marginalized students. Findings have implications for challenging mainstream constructs of success, for recruitment and retention of Mexican/Mexican-American teachers, and for rooting curriculum and pedagogy within Testimonios of resilience which position Mexican/Mexican-American students not within oppression frameworks but within the complexity of their intellectual and resistance legacies. Findings likewise have implications for researchers with regard to methodological reflexivity within decolonizing research epistemologies. Findings likewise challenge notions of researcher reciprocity and participants' inclusion as co-researchers within a Chicana Critical Feminist research epistemology.

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com, wendyduggie@btinternet, und Wendy Anne Lowe. „Health and 'I': An analysis of curricular phenomena in health professional education through the focus of critical pedagogy“. Murdoch University, 2010. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100513.114004.

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The education of health professionals is based on a series of discourses of professionalism that privilege notions of control and choice (Riggs, 2004a; Titchen and Higgs, 2001). These discourses are expressed through both explicit and implicit curricula, which encourage the enactment of a particular construction of the 'self' of both health professionals and clients or patients. This thesis adopts a feminist poststructural analysis of relations of power to explore some of the effects of the enactment of these curricula, drawing on three case studies of education in rural health settings and interviews with 17 health workers. The results indicate that the enactment of these curricula seems to produce a particular sense of self for health workers one that is bound up with notions of control and choice, and one that may require struggle on an inner level with the self-regulation and self-policing (O'Grady, 2005) required to fit this norm. The struggle for female health workers to link the abstract theorizing with the actualities of their lives (Williams, 2002) seems to produce a paradoxical type of relationship with themselves and their clients. On one hand there is a discourse of conformity, compliance and obedience, which suggests more of a slippage of self while at the same time the expert-novice relationship characterizing the health professionals‟ interaction with clients emphasizes autonomy, control and empowerment of self. Further, while health workers see themselves as having high levels of internal locus of control this is in direct contrast to the helplessness and powerlessness they experience at work, and revealed through the research. The curriculum reform taking place within all health professional education at the moment emphasizes evidence-based practice and scientific content, and thus reinforces the dominant norm of the neo-liberal individual capable of self-regulation and self-policing. This research suggests the limitations of this approach, given the practices of power that continue to disadvantage women in general and patients in particular in relation to their health and the institution.

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Lukkarila, Lauren. „Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom“. Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/22.

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Although many aspects of English as a second language (ESL) academic writing instruction have been well researched, Leki, Cumming, and Silva (2008) note that, "There have been surprisingly few research-based descriptions of L2 writing classroom instruction" (p. 80). Although research related to the use of critical and feminist pedagogy in ESL is increasing, Kumaradivelu (2006) notices that it is still not clear how the critical awakening “…has actually changed the practice of everyday teaching and teacher preparation” (p. 76). The purpose of this study was to provide an individual response to the gaps identified by both sets of authors by investigating how critical and feminist theories could be utilized to develop an orientation to interactions in the everyday practices of an ESL academic writing classroom. In order to achieve this purpose, an autoethnographic study of an eight-week ESL academic writing course in an Intensive English Program (IEP) was conducted. The participants in this study included the teacher-researcher and seven learners. The data collected included the following: lesson plans, instructional materials, teacher field notes, teacher reflexive journal, transcripts of everyday class interactions, transcripts of multiple interviews with learners, learner written reflections, and learners’ written assignments for the course. Analysis of findings revealed that the critical and feminist theories selected for the course were realized even though there were some internal and external obstacles. Learners experienced positive shifts in their feelings about the topic of academic writing and their own abilities as academic writers. Learners’ written texts also reflected positive shifts with respect to the teacher’s goals for learners. These findings suggest that critical and feminist theories can be enacted in everyday classrooms and can be helpful with regard to improving teachers’ and learners’ experiences of everyday ESL academic writing classrooms.

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Bücher zum Thema "Feminist and norm-critical pedagogy"

Quintana, Alvina E. Feminist cyberspaces: Pedagogies in transition. Newcastle upon Tyne: Cambridge Scholars, 2012.

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Schooling young children: A feminist pedagogy for liberatory learning. Albany: State University of New York Press, 1995.

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Brady, Jeanne. Schooling young children: A feminist pedagogy for liberatory learning. Albany: State University of New York Press, 1995.

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Brown, Ruth Nicole. Black girlhood celebration: Toward a hip-hop feminist pedagogy. New York, NY: Peter Lang, 2008.

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Transforming borders: Chicana/o popular culture and pedagogy. Lanham: Lexington Books, 2011.

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Gore, Jennifer. The struggle for pedagogies: Critical and feminist discourses as regimes of truth. New York: Routledge, 1993.

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Jones, Rachel Bailey. Postcolonial representations of women: Critical issues for education. Dordrecht [The Netherlands]: Springer, 2011.

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Jesuit and feminist education: Intersections in teaching and learning in the twenty-first century. New York: Fordham University Press, 2011.

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Feminist popular education in transnational debates: Building pedagogies of possibility. New York, NY: Palgrave Macmillan, 2012.

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Mothering a bodied curriculum: Emplacement, desire, affect. Toronto: University of Toronto Press, 2012.

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Buchteile zum Thema "Feminist and norm-critical pedagogy"

Paludi, Michele A. „Feminist Pedagogy“. In Encyclopedia of Critical Psychology, 707–10. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_110.

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Ziv, Haggith Gor. „Feminist Critical Pedagogy“. In The SAGE Handbook of Critical Pedagogies, 758–70. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526486455.n72.

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English, Leona M., und Catherine J. Irving. „Critical Feminist Pedagogy“. In Feminism in Community, 103–13. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-202-8_8.

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Watkins, Emma, und Stacy Wolf. „Feminist musical theatre pedagogy“. In Teaching Critical Performance Theory, 26–37. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367809966-4.

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Irvin, Amanda L. „The Female “Confidence Gap” and Feminist Pedagogy: Gender Dynamics in the Active, Engaged Classroom“. In Critical Approaches to Women and Gender in Higher Education, 259–76. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59285-9_12.

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Strachan, J. Cherie. „Embedding Feminist Pedagogy in Political Science Research Design with Reflections on Critical Theory and the Social Construction of Reality“. In The Palgrave Handbook of Political Research Pedagogy, 227–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76955-0_19.

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Harmat, Gal. „Feminist Critical Pedagogy Analysis of Language Aspects in Collaborative Writing of Open Source Materials for Children in a Human Rights Education Course“. In Understanding Campus-Community Partnerships in Conflict Zones, 241–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13781-6_10.

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Malott, Curry Stephenson. „Anarchy and Feminism in Psychology: Widening the Postformal Circle of Criticality“. In Critical Pedagogy and Cognition, 165–82. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0630-9_8.

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Lopez, Davina C. „Pedagogy with the Repressed: Critical Reflections from a Post-9/11 Biblical Studies Classroom“. In Faith, Feminism, and Scholarship, 163–80. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137015969_11.

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Tafari, Dawn N. Hicks, und Veronica A. Newton. „‘They Laugh 'Cause They Assume I'm in Prison': HipHop Feminism as Critical Pedagogy“. In The SAGE Handbook of Critical Pedagogies, 1365–73. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526486455.n122.

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