Zeitschriftenartikel: „Feminist and norm-critical pedagogy“

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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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Mladenović, Ana. „Feminist Classrooms in Practice“. Šolsko polje XXXI, Nr. 5-6 (31.12.2020): 67–82. http://dx.doi.org/10.32320/1581-6044.31(5-6)67-82.

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Feminist pedagogy is a way of thinking about teaching and learning that guides our choice of classroom practices (Shrewsbury, 1987). As such, it is used in different ways within and across disciplines. Feminist pedagogy offers a critical perspective on gender-related issues in everyday life and in the educational process and facilitates transformative teaching and learning situations characterised by alternative conceptions of power and power relations. This paper focuses primarily on the teaching and learning process, reflecting different aspects and elements of feminist pedagogy important in the context of the educational process itself. The key question in this regard is: what makes feminist classrooms feminist? The paper starts by defining feminist pedagogy, focusing on its transformative power. It goes on to highlight the importance of integrating feminist pedagogy throughout the entire education system. Examples of feminist classrooms on different education levels are given, starting with preschool education and continuing with primary and secondary education. A few of the practices presented were acquired in the literature review, but the majority of others, especially for the primary and secondary levels, was reported in a semi-structured interview with a teacher in training. In the conclusion, the need to include feminist pedagogy in teacher training programmes is stressed.

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Dalgleish, Adam, Patrick Girard und Maree Davies. „Critical Thinking, Bias and Feminist Philosophy: Building a Better Framework through Collaboration“. Informal Logic 37, Nr. 4 (06.12.2017): 351–69. http://dx.doi.org/10.22329/il.v37i4.4794.

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In the late 20th century theorists within the radical feminist tradition such as Haraway (1988) highlighted the impossibility of separating knowledge from knowers, grounding firmly the idea that embodied bias can and does make its way into argument. Along a similar vein, Moulton (1983) exposed a gendered theme within critical thinking that casts the feminine as toxic ‘unreason’ and the ideal knower as distinctly masculine; framing critical thinking as a method of masculine knowers fighting off feminine ‘unreason’. Theorists such as Burrow (2010) have picked up upon this tradition, exploring the ways in which this theme of overly masculine, or ‘adversarial’, argumentation is both unnecessary and serves as an ineffective base for obtaining truth. Rooney (2010) further highlighted how this unnecessarily gendered context results in argumentative double binds for women, undermining their authority and stifling much-needed diversity within philosophy as a discipline.These are damning charges that warrant a response within critical thinking frameworks. We suggest that the broader critical thinking literature, primarily that found within contexts of critical pedagogy and dispositional schools, can and should be harnessed within the critical thinking literature to bridge the gap between classical and feminist thinkers. We highlight several methods by which philosophy can retain the functionality of critical thinking while mitigating the obstacles presented by feminist critics and highlight how the adoption of such methods not only improves critical thinking, but is also beneficial to philosophy, philosophers and feminists alike.

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Costa und Leong. „Introduction Critical Community Engagement: Feminist Pedagogy Meets Civic Engagement“. Feminist Teacher 22, Nr. 3 (2012): 171. http://dx.doi.org/10.5406/femteacher.22.3.0171.

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Pennell, Joan, und Janice L. Ristock. „Feminist Links, Postmodern Interruptions: Critical Pedagogy and Social Work“. Affilia 14, Nr. 4 (November 1999): 460–81. http://dx.doi.org/10.1177/08861099922093752.

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Cates, Rhiannon M., Mariah R. Madigan und Vicki L. Reitenauer. „‘Locations of Possibility’: Critical perspectives on partnership“. International Journal for Students as Partners 2, Nr. 1 (07.05.2018): 33–46. http://dx.doi.org/10.15173/ijsap.v2i1.3341.

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This article offers critical perspectives on collaborative partnerships and feminist teaching that revise paradigms of power, prioritize student agency, enrich curriculum and scholarship, and sustain empowered communities of learning that challenge institutional compartmentalization. The authors reflect on how co-created curriculum can catalyze new professional partnerships that in turn contribute to refreshed learning experiences and communities. This article presents evidence of how a partnership orientation effectively encompasses an ethic and practice of feminist teaching, posits a framework of feminist pedagogy and praxis into the discourse of partnership, and exemplifies possibilities of these practices as important steps towards a (re)vision of liberatory learning.

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Scering, Grace E. Sikes. „Themes of a Critical/Feminist Pedagogy: Teacher Education for Democracy“. Journal of Teacher Education 48, Nr. 1 (Januar 1997): 62–68. http://dx.doi.org/10.1177/0022487197048001009.

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El Ashamwi, Yvonne Pilar, Ma Eugenia Hernandez Sanchez und Judith Flores Carmona. „Testimonialista Pedagogues: Testimonio Pedagogy in Critical Multicultural Education“. International Journal of Multicultural Education 20, Nr. 1 (28.02.2018): 67. http://dx.doi.org/10.18251/ijme.v20i1.1524.

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Teacher educators employ a variety of approaches to multicultural education. This article describes how we have our students grapple with their positionalities, to socially locate themselves and then to question the how and why of what they learned by employing testimonio, a genre of qualitative research that has its epistemological roots in Chicana feminist thought, as pedagogy. We discuss how we use testimonio in our classes and how students can use the process of creating and sharing their testimonios to cultivate a multicultural education (MCE) perspective and begin crafting their own culturally relevant pedagogy.

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Conklin, Hilary Gehlbach. „Modeling Compassion in Critical, Justice-Oriented Teacher Education“. Harvard Educational Review 78, Nr. 4 (01.12.2008): 652–74. http://dx.doi.org/10.17763/haer.78.4.j80j17683q870564.

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As the work of teacher education becomes increasingly focused on the challenges of helping mostly white, monolingual, middle-class prospective teachers become compassionate,successful teachers of racially, culturally, linguistically, economically, and academically diverse students, some teacher educators struggle to find compassion for the prospective teachers they teach. Motivated by this concern and drawing on feminist and Buddhist theories, Hilary Conklin argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers will employ. In this article, she analyzes and brings together the work on critical, justice-oriented approaches to teacher education, relationships in teaching, modeling as pedagogy, and the Buddhist notion of compassion to articulate a pedagogy of modeling in critical, justice-oriented teacher education. Conklin proposes that such a pedagogy has the potential to move us closer to transformative teacher education.

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Carrera-Fernández, María Victoria, und Renée DePalma. „Feminism will be trans-inclusive or it will not be: Why do two cis-hetero woman educators support transfeminism?“ Sociological Review 68, Nr. 4 (Juli 2020): 745–62. http://dx.doi.org/10.1177/0038026120934686.

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As two cis-hetero woman feminist educators, we provide an educator’s perspective on trans-exclusionary radical feminist (TERF) discourses. We begin by discussing the heterosexual matrix and the gender violence that it produces in schools as well as other socializing institutions. The socially constructed sexual binary constrains identity production to adhere to the heteronormative, at the same time excluding those who transgress this normativity. We continue by reviewing how schools are particularly significant spaces for these early social interactions, but the social discourses enacted in educational contexts mirror those of broader society. We then critically analyse some of the increasingly belligerent popular discourses promoted by TERF groups since the 1970s, appropriating feminist discourses to produce arguments that contradict basic premises of feminism. We trace possibilities for a collaborative response by reinforcing alliances between transfeminism and other feminist movements. Finally, as teacher-educators, we highlight among these a critical (queer) pedagogy that incorporates trans* experience as part of a broader feminist educational agenda: to contribute to the creation of a more equitable society based on critical reflections on the gender normative. Such a pedagogy not only rejects trans-exclusionary discourses that serve to reinforce hierarchies and promote violence, but embraces trans* experience as a productive educational resource for understanding human diversity. Human experience that challenges the sexual binary can help educators to critically question the heteronormative and to broaden our understandings; in the words of Eric Rofes, drawing upon ‘status queer’ to ‘rethink our efforts and our role in either maintaining or radically transforming the status quo’.

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Arevalo, Jorge A. „Gendering Sustainability in Management Education: Research and Pedagogy as Space for Critical Engagement“. Journal of Management Education 44, Nr. 6 (11.09.2020): 852–86. http://dx.doi.org/10.1177/1052562920946796.

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Gender issues have been well conceptualized in feminist organization studies. However, gender research has had limited practical effects, in part because it has not been well conceptualized in the sustainability in management education (SiME) scholarship; nor has it been adequately prioritized in management and business curricula. I argue that given the persistence of discrimination, segregation, sexual oppression, inequality, and lack of empowerment of women (to name a few . . . ), mandatory gender education is needed to equip management students as they enter diverse and equal opportunity working environments. Integrating SiME and Feminist Organization literatures, I develop a multidimensional framework for conceptualizing gender studies in the classroom. This theoretical framework offers faculty and students an evolving pathway to analyze gender and SiME with perspectives in feminist organization studies. I conclude by reflecting on integration strategies for creating space in research and pedagogy for the critical engagement of gender debates in our programs.

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Hoodfar, Homa. „Feminist Anthropology and Critical Pedagogy: The Anthropology of Classrooms' Excluded Voices“. Canadian Journal of Education / Revue canadienne de l'éducation 17, Nr. 3 (1992): 303. http://dx.doi.org/10.2307/1495298.

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Hird, Myra J. „Theorising Student Identity as Fragmented: some implications for feminist critical pedagogy“. British Journal of Sociology of Education 19, Nr. 4 (Dezember 1998): 517–27. http://dx.doi.org/10.1080/0142569980190404.

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Shah, Rita, und Kyle C. Kopko. „Feminist Pedagogy and the Socratic Method: Partners in the Classroom or a Disaster Waiting to Happen?“ Higher Education Studies 6, Nr. 2 (24.03.2016): 39. http://dx.doi.org/10.5539/hes.v6n2p39.

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<p>This article presents a case study analyzing the relationship between the Socratic method and feminist pedagogy in a team-taught undergraduate classroom in the United States. Specifically, we analyze the feedback provided by our students to determine the ways in which the Socratic method conflicted with, but also complemented, feminist pedagogy. Data were collected through two online surveys and an in-class open-ended response. The results suggest that the Socratic method is compatible with feminist pedagogy as it improved critical thinking and consideration of diverse points of view. On the other hand, the results suggest that students felt discomfort when analyzing and discussing their own views, as opposed to the views of others. This discomfort potentially undermines the benefits of a feminist pedagogical approach to classroom discussion. We suggest several ways to improve compatibility of these techniques in undergraduate courses and suggest avenues for future research to better understand the relationship between these pedagogical approaches.</p>

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Meyer, Elizabeth J. „A Feminist Reframing of Bullying and Harassment: Transforming schools through critical pedagogy“. Articles 43, Nr. 1 (17.12.2008): 33–48. http://dx.doi.org/10.7202/019572ar.

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AbstractThis article aims to reformulate existing understandings of bullying behaviours in secondary schools, by applying a critical feminist lens to patterns of verbal and psychological harassment among students. Through this understanding, educators may better understand the causes of (hetero)sexist, transphobic, and homophobic behaviours. With a more complex awareness of these power relations, teachers, teacher educators, and educational leadership scholars will be offered critical approaches to help them transform the oppressive cultures of schools.

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Fagan, G. Honor. „Local Struggles: Women in the Home and Critical Feminist Pedagogy in Ireland“. Journal of Education 173, Nr. 1 (Januar 1991): 65–75. http://dx.doi.org/10.1177/002205749117300102.

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Minaker, Joanne. „Appreciating Ashley: Learning About and From the Life and Death of Ashley Smith through Feminist Pedagogy“. Canadian Journal of Law and Society / Revue Canadienne Droit et Société 32, Nr. 02 (August 2017): 291–306. http://dx.doi.org/10.1017/cls.2017.15.

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Abstract Feminist scholars and advocates struggle with how to confront the over-criminalization of the most marginalized girls and women. One of the most troubling illustrations of gross injustice is what happened to Ashley Smith. The anniversary of Ashley Smith’s death is a catalyst for amplifying feminist voices. In this paper, I use the Ashley Smith case as a way to frame how I teach critical social justice issues concerning the criminalization of girls and women. My aim is to encourage critical conversations about pedagogy in feminist criminology and socio-legal studies aimed at ameliorative change. With the discipline of Criminology’s systematic failure to understand the unique problems and shared circumstances of girls’ and women’s lives, feminist professors’ teaching, which offers a lens for our students that underscores young women’s constrained choices and the socio/political/cultural context in which their lives and behaviours are embedded, opens up possibilities for transformation.

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Mackie, Ardiss. „Race and Desire: Toward Critical Literacies for ESL“. TESL Canada Journal 20, Nr. 2 (26.06.2003): 23. http://dx.doi.org/10.18806/tesl.v20i2.946.

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This article examines the complexities of race and teaching identity and their coupling with desire. The author contributes to a theory of critical literacies for ESL by questioning the construction of whiteness as it relates to ESL. She draws on a cross-disciplinary bibliography of critical pedagogy, cultural, and feminist studies. She suggests that an interesting paradox in critical literacy is the simultaneous breaking down of binary identities while continuing to offer up a socially transformative curriculum.

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Markula, Pirkko. „Affect[ing] Bodies“. International Review of Qualitative Research 1, Nr. 3 (November 2008): 381–408. http://dx.doi.org/10.1525/irqr.2008.1.3.381.

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This paper argues for a performative methodology that uses body's affect to create change in the current subjectivation to femininity. It locates this discussion into a context of fitness instruction to explore how a researcher can assume a role of a public intellectual through performative pedagogy. It is divided into four parts. The first part examines how critical pedagogy has been utilized previously within physical cultural studies to find ways to further understand how physical activity can be used for purposes of social change. The second part focuses on how physical education can inform critical body practices. The third part aims to link this discussion with feminist readings of critical pedagogy to further understand how femininity can be linked with practices of fitness instruction. It also introduces Deleuze's concept of affect. The final part discusses the implications of this literature for creating a performative pedagogy of the body through fitness instruction.

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Chow, Esther Ngan-Ling, Chadwick Fleck, Gang-Hua Fan, Joshua Joseph und Deanna M. Lyter. „Exploring Critical Feminist Pedagogy: Infusing Dialogue, Participation, and Experience in Teaching and Learning“. Teaching Sociology 31, Nr. 3 (Juli 2003): 259. http://dx.doi.org/10.2307/3211324.

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FUJIMURA-FANSELOW, K. „Women's Studies and Feminist Pedagogy: Critical challenges to Japanese educational values and practices“. Gender and Education 8, Nr. 3 (Oktober 1996): 337–52. http://dx.doi.org/10.1080/09540259621575.

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Hutchinson, Les, und Maria Novotny. „Teaching a Critical Digital Literacy of Wearables: A Feminist Surveillance as Care Pedagogy“. Computers and Composition 50 (Dezember 2018): 105–20. http://dx.doi.org/10.1016/j.compcom.2018.07.006.

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Lykes, M. Brinton, und Geraldine Moane. „Editors' Introduction: Whither Feminist Liberation Psychology? Critical Explorations of Feminist and Liberation Psychologies for a Globalizing World“. Feminism & Psychology 19, Nr. 3 (23.07.2009): 283–97. http://dx.doi.org/10.1177/0959353509105620.

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This article explores the roots of feminist and liberation psychologies, positioning examples of contemporary praxis that are deeply informed by today's complex global realities. Examining the consequences of academic and professional women's accompaniment of women `on the margins', that is, those living in `limit situations' deeply affected by global realities of poverty, gender-based violence and structural inequalities, we argue that activist scholars are developing feminist liberationist psycholog(ies) within and beyond the borders of psychology that respond to and incorporate these lived experiences. Through participatory research, pedagogy and community-based workshops, this special issue demonstrates this new praxis. Thus, critical reflexivity and `just enough trust' enable engagement across differences, creating in-between spaces for dialogue, appreciation, and contestation as well as alliances and solidarity — values for a renewed and transformed praxis of psychology with and for those historically marginalized and excluded from our theory and practice.

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Aronson, Brittany A., Racheal Banda, Ashley Johnson, Molly Kelly, Raquel Radina, Ganiva Reyes, Scott Sander und Meredith Wronowski. „The Social Justice Teaching Collaborative: A Collective Turn Towards Critical Teacher Education“. Journal of Curriculum Studies Research 2, Nr. 2 (28.11.2020): 21–39. http://dx.doi.org/10.46303/jcsr.2020.8.

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In this article, we share the collaborative curricular work of an interdisciplinary Social Justice Teaching Collaborative (SJTC) from a PWI university. Members of the SJTC worked strategically to center social justice across required courses pre-service teachers are required to take: Introduction to Education, Sociocultural Studies in Education, and Inclusive Education. We share our conceptualization of social justice and guiding theoretical frameworks that have shaped our pedagogy and curriculum. These frameworks include democratic education, critical pedagogy, critical race theory, critical whiteness studies, critical disability studies, and feminist and intersectionality theory. We then detail changes made across courses including examples of readings and assignments. Finally, we conclude by offering reflections, challenges, and lessons learned for collaborative work within teacher education and educational leadership.

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Jones, Cara E. „Transforming Classroom Norms as Social Change: Pairing Embodied Exercises with Collaborative Participation in the WGS Classroom (with Syllabus)“. Radical Teacher 107 (02.02.2017): 14–31. http://dx.doi.org/10.5195/rt.2017.322.

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This article explores tensions between critical feminist pedagogy and the neoliberal corporate university, asking how engaging the body and redistributing student agency highlights larger questions of power that haunt the academy as a whole. Including specific embodied exercises used in WGS classrooms, this essay argues that as students and professors engage within an increasingly corporate university system, embodied activities that incorporate the body as a site of learning and critical analysis can access situated knowledges while projects that de-center power and responsibility are viewed with skepticism. I attribute this discrepancy to the neoliberal structure in which we teach and learn, arguing that we need to value and make visible the labor that goes into critical pedagogy.

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Clover, Darlene, Nancy Taber und Kathy Sanford. „Dripping pink and blue“. Andragoška spoznanja 24, Nr. 3 (26.10.2018): 11–28. http://dx.doi.org/10.4312/as.24.3.11-28.

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In response to calls by feminist cultural theorists to develop means to unmask patriarchy, the system of power that lies at the heart of museums that maintain problematic hierarchical binaries of masculinity and femininity, we designed the Feminist Museum Hack. The Hack draws on theories of representation, feminist critical discourse analysis and visual methodologies/literacy to operate as a critical and creative practice that can be adapted to any museum context. The primary aim of the Hack – a methodology and pedagogy – is to provide a lens through which adults can see the unseen of patriarchy and how it hides so cleverly in plain sight in the museum’s practices of representation. In this article, we use examples of how we have used the Hack as researchers and educators in various museum settings to expose, decode and disrupt the hegemonic gendered messages in the images, displays, curatorial statements, labels and even in object placement and stagecrafting. We also show how the Hack functions as a practice of ‘direct agency’, a means to re-write and engage with museum narratives. We argue that the Hack is an important and innovative practice because it turns museums into spaces of ‘pedagogic possibility’ – sites where we can learn new strategies of feminist opposition to counter the male gaze and its ability to define women’s lives.

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Golding, Viv, und Maria Helena Lima. „Reclaiming the Human: Creolizing Feminist Pedagogy at Museum Frontiers“. Synthesis: an Anglophone Journal of Comparative Literary Studies, Nr. 7 (01.05.2015): 42. http://dx.doi.org/10.12681/syn.16196.

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In this paper we reflect, together with a group of international students, on the affective and political power of texts and contexts. Our starting point is Joan Anim-Addo’s Imoinda, a text whose form, setting, and narrative structure render productive moments of “Relation” (Glissant), in which individuals and their historical experiences – rooted in colonial oppression – establish connection to each other through difference rather than commonality. We outline a series of collaborative teaching workshops designed with Andy McLellan, the Head of Education and his colleague Salma Caller at the Pitt Rivers Museum Oxford, which provided fresh ways to engage our students in the transnational space inherent in Imoinda, as well as in the tangible and intangible heritage that the Pitt Rivers Museum houses. The paper discusses how study of Anim-Addo’s libretto at a frontier site between the university and the museum can enhance understandings of the text and the context from which the work was created. Specifically, we argue that the value of such frontier work lies in progressing critical thinking, although Relation here is not simply cognitive, but vitally allows emotional and sensory re-connections with musical forms and art from around the globe to enrich intercultural knowledge. A major focus is on the development of a creolized feminist pedagogy at the museum frontiers that, without being naïve to hierarchies of power and control in the wider world of lived experience beyond institutions, is responsible. Such practice is dialogical in essence. It privileges careful listening and speaking amongst all participants – teachers and students – and strives to raise diverse voices through the embodied learning that multisensory activities with museum objects can promote. Most importantly, the interculturality of Imoinda in terms of text, music and context, reading, writing and witnessing creates another “contact zone” of sorts (to use Mary Louise Pratt’s term) which demands a re-examination of our paradigms for the analysis of subject formation and representation outside conventional binaries and across the Black Atlantic.

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Ohara, Yumiko, Scott Saft und Graham Crookes. „Toward a Feminist Critical Pedagogy in a Beginning Japanese-as-a-Foreign-Language Class“. Japanese Language and Literature 35, Nr. 2 (Oktober 2001): 105. http://dx.doi.org/10.2307/489693.

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Ganote, Cynthia, und Patrizia Longo. „Education for Social Transformation: Infusing Feminist Ethics and Critical Pedagogy into Community-Based Research“. Critical Sociology 41, Nr. 7-8 (14.10.2014): 1065–85. http://dx.doi.org/10.1177/0896920514537843.

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Rondini, Ashley C. „Surviving Dangerous Waters: Teaching Critical Consciousness Against a Tide of Post-truth“. Humanity & Society 44, Nr. 2 (28.08.2019): 221–32. http://dx.doi.org/10.1177/0160597619869045.

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In an analysis based upon an original cartoon image by artist Michael Scalzo, this sociological essay proposes an allegory of critical consciousness within the context of our contemporary sociocultural landscape. Likening the role of critical consciousness to that of an oxygen tank for a fish surrounded by polluted water, I draw upon theoretical literature engaging critical epistemological and pedagogical praxis, as well as Marxist, critical race, feminist, and queer sociological theories to frame the role of critical pedagogy in elucidating the relationships between hegemonic ideology and structural oppression.

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Bratich, Jack Z. „U.S. Feminism, 1968 and Mediated Collective Intellectuality“. Journal of Communication Inquiry 42, Nr. 3 (17.04.2018): 290–99. http://dx.doi.org/10.1177/0196859918770854.

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In response to the editorial call to examine the legacy of 1968 and critical intellectual formations, this short paper maps some of the feminist intellectual practices in and out of the university system around that era. The paper focuses on intellectuality defined via three features: publication, pedagogy, and peer development; in sum, peer transmission of analysis and know-how. Along the way, we find parallel educational institutions, small scale media production, biopolitical information transmission, and underground support networks. 1968 was a pivotal year for the development of collective intelligence within movements, forged through media ecologies, using academia as a site and resource while not being contained in it. This feminist intellectual production illuminates contemporary feminist mediated intellectuality as part of the “Long ’68.”

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Ellsworth, Elizabeth. „Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy“. Harvard Educational Review 59, Nr. 3 (01.09.1989): 297–325. http://dx.doi.org/10.17763/haer.59.3.058342114k266250.

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Elizabeth Ellsworth finds that critical pedagogy, as represented in her review of the literature,has developed along a highly abstract and Utopian line which does not necessarily sustain the daily workings of the education its supporters advocate. The author maintains that the discourse of critical pedagogy is based on rationalist assumptions that give rise to repressive myths. Ellsworth argues that if these assumptions, goals, implicit power dynamics,and issues of who produces valid knowledge remain untheorized and untouched, critical pedagogues will continue to perpetuate relations of domination in their classrooms. The author paints a complex portrait of the practice of teaching for liberation. She reflects on her own role as a White middle-class woman and professor engaged with a diverse group of students developing an antiracist course. Grounded in a clearly articulated political agenda and her experience as a feminist teacher, Ellsworth provides a critique of "empowerment,""student voice," "dialogue," and "critical reflection" and raises provocative issues about the nature of action for social change and knowledge.

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Mauro, Salvatore Engel-Di. „Natural Science Pedagogy and Anarchist Communism: Developing a Radical Curriculum for Physical Geography in the US“. Human Geography 2, Nr. 2 (Juli 2009): 106–23. http://dx.doi.org/10.1177/194277860900200208.

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Natural sciences typically enjoy generous institutional support and are regarded as authoritative knowledge. At the point of institutionalised knowledge distribution, as with university classrooms, few challenges have been mounted to the uncritical, if not reactionary, approaches typifying the natural sciences. Recent feminist work provides the only example of systematic and sustained effort at overcoming this, but it scarcely questions the power relations in which the sciences, and the making of scientists, are embedded. An alternative curriculum should therefore be developed and diffused that encourages socially critical and contextualising understandings of natural science and that promotes egalitarian principles, in ways similar to Marxist-inspired radical pedagogy. Through physical geography, geographers are well situated to radicalise natural science education. Kropotkins anarchist communist perspective already provides a precedent. Its integration with feminist and radical pedagogy provides one way that the content of physical geography teaching curricula can be radicalised, at least for college-level coursework in the US. To illustrate how to accomplish this, I discuss the development and application of a radical curriculum for an introductory physical geography course.

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Velásquez Atehortúa, Juan. „A decolonial pedagogy for teaching intersectionality“. Nordic Journal of Comparative and International Education (NJCIE) 4, Nr. 1 (13.10.2020): 156–71. http://dx.doi.org/10.7577/njcie.3555.

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This article discusses a “pragmatic toolkit” for decolonizing a course by intersectionality combining key notions in literature in decolonial education with four components extracted from the works of Orlando Fals-Borda and Paulo Freire by Joao Mota Neto (2018). As a kind of toolkit for decolonial change, the article first combines the role of being a subversive scholar to address “injuries of coloniality” that places the discipline as part of a landscape of power in the context of a gender studies BA-course. Repairing these injuries of coloniality demanded curriculum changes, to restore the disobedient epistemology inherent in the concept of intersectionality. Second, in so doing, the pragmatic toolkit provided a participatory frame for exchanges of knowledge in a classroom composed of multiple identities, which then aimed to promote diversity and difference. Third, this orientation made a frame suitable for searching for other epistemic coordinates, exploring for example politics of emotion to erase barriers toward potential others, and including literature on coalitional politics. And fourth, revisiting the “telluric origins” of feminist research helped the students reinvent power through writing critical reflections that awaked their “interest in social action” to contest racism, sexism, ableism, ageism, transphobia, and speciesism.

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Olorunfemi, Oludayo. „Towards innovative teaching pedagogies in gender research: A review of a gender research methods class“. Journal of Sustainable Development Law and Policy (The) 11, Nr. 1 (10.11.2020): 239–50. http://dx.doi.org/10.4314/jsdlp.v11i1.11.

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This commentary examines the teaching of research methods in Women and Gender Studies in the Gender Studies Unit of the Institute of African Studies, University of Ibadan. It interrogates how the course has increased the awareness of students in the methods of conducting research and how the research they conduct has implications on marginalized populations. The course also highlights the need for a growing body of knowledge that engages the experience of black women in Africa and the African diaspora. The course draws the attention of students to the agency of women through the reading and teaching of various research methods in Gender Studies. An ethnographic approach is adopted using participant observation in the course covering a period of one semester. Also, a critical perspective is applied in discussing the particular epistemological standpoint deployed by the course instructor. In other words, the black feminist epistemology serves as an important strategy for increasing global-minded consciousness of how a course in gender research methods engages the agency of black women using Hip Hop pedagogy. Keywords: Gender Research Methods, Black Feminist Epistemology, Global-Minded, Black Consciousness, African Feminism.

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Kašić, Biljana. „Feminism as Epistemic Disobedience and Transformative Knowledge: Exploration of an Alternative Educational Centre“. Šolsko polje XXXI, Nr. 5-6 (31.12.2020): 31–47. http://dx.doi.org/10.32320/1581-6044.31(5-6)31-47.

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Living under the threat of demonising feminism along with its de-politicisation and commodification in an age of “postfeminist sensibility” (Gill, 2007), and the reduction of women’s/gender studies programmes worldwide is more than a reason to revisit the feminist politics of knowledge here and now. Since the neoliberal trend is impregnated “with old-fashioned academic design that counts on (neo)conservativism” (Kašić, 2016), retrograde claims and (neo)traditional morality, one challenge is how to respond to the sexist, androcentric, anti-gender and racist assumptions that are deepening inequality and fostering social exclusion and discrimination as well as to disrupting the mainstream knowledge of scientificity (Pereira, 2017). By using the Centre for Women’s Studies in Zagreb as an example, the paper argues that an alternative form of education outside mainstream academic institutions, despite various obstacles and inner problems, can ensure a freeing up from hegemonic and misogynist knowledge more than a university education by creating a powerful space toward feminism as an epistemic disobedience and activist theory, and by providing the political subjectivisation of both teachers and students. In this regard, three topics are of analytical interest here: feminism as subversive knowledge; critical pedagogy from the perspective of “epistemology of discomfort”; and the potential held by feminism as an engaged (activist) theory. The questions and themes proposed are not new but continue on previous epistemic dilemmas and disputes both around feminism and progressive ideas around education, and coming to terms with feminist urgency and ethical responsibility (Spivak, 2012).

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García-Arroyo, Ana. „Otras literaturas, otras voces, otra didáctica en el aula de LE: una experiencia innovadora. Other literatures, other voices, other pedagogical approach in the EFL class: An innovative experience in the training of pre-service Primary teachers“. El Guiniguada 29 (2020): 126–33. http://dx.doi.org/10.20420/elguiniguada.2020.343.

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Este artículo se basa en una experienciainnovadorallevadaa cabo en la asignatura obligatoria de “Lengua extranjera para maestros/as: inglés”, del Grado de Educación Infantil y Primaria, de la Universidad de Valencia, realizadadurante el año 2018-19. Se planteóconseguir el siguiente objetivo: potenciar la competencia comunicativa en lengua inglesa, el pensamiento crítico y la sensibilidad con respecto a las desigualdades de género. Para desarrollarlo se propusoel uso didáctico de una selección de textos literarios multiculturales,que se trabajarondesde la perspectiva de género, empleando la pedagogía feminista (bell hooks,1994)1,que potencia el pensamiento crítico y la descentralización del poder, para promoveruna educación más transversal, apoyada en valores de justicia y equidad. This article is based on a 2018-19 innovative experiencecarried out within the compulsory subject of “EFL for Pre-school and Primary Education Teachers”, which is part of the Degree of Infant and Primary Education, of the University of Valencia. It pursued the following aim: to enhance communicative competencein English, critical thinking and sensitivity regarding gender inequalities. To develop this work, the didactic use of a selection ofmulticultural literary texts wasproposed, as a means to focuson gender issues.We also appliedbell hook’s feminist pedagogy (1994), which enhances critical thinking and the decentralization of power, to promote a more cross-curricular education sustained by values of justice and equity.

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Stake, Jayne E., und Frances L. Hoffmann. „Putting Feminist Pedagogy to the Test: The Experience of Women's Studies from Student and Teacher Perspectives“. Psychology of Women Quarterly 24, Nr. 1 (März 2000): 30–38. http://dx.doi.org/10.1111/j.1471-6402.2000.tb01019.x.

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Critics of women's studies (WS) have charged that WS teaching overemphasizes students' personal experience and is overly politicized. They claim further that WS classes discourage critical, independent thinking and stifle open, participatory learning, causing student dissatisfaction. This study provides empirical evidence of the process of WS teaching from the perspective of 111 teachers and 789 of their students from 32 campuses in the United States. Contrary to WS critics, WS faculty and students reported strong emphases on critical thinking/open-mindedness and participatory learning and relatively weaker emphases on personal experience and political understanding/activism. In addition, student ratings of positive class impact were higher for WS than non-WS classes. The results support the pedagogic distinctiveness of women's studies.

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Krause-Jensen, Jakob, Eurig Scandrett, Penny Welch und David Mills. „Book Reviews“. Learning and Teaching 1, Nr. 1 (01.03.2008): 184–97. http://dx.doi.org/10.3167/175522708783113532.

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K. Holbrook, A. Kim, B. Palmer, and A. Portnoy (eds) Global Values 101: A Short Course with Howard Zinn,Amy Goodman, Naomi Klein, Robert Reich, Juliet Schor, Katha Pollitt, Paul Farmer, Lani Guinier and othersReview by Jakob Krause-JensenJanet MacDonald Blended Learning and Online TutoringReview by Eurig ScandrettAmie MacDonald and Susan Sa´nchez-Casal (eds) Twenty-First Century Feminist Classrooms: Pedagogies of Identity and DifferenceReview by Penny WelchMonica McLean Pedagogy and the University: Critical Theory and PracticeReview by David Mills

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West, Gordon Blaine. „“Is This a Safe Space?”: Examining an Emotionally Charged Eruption in Critical Language Pedagogy“. Education Sciences 11, Nr. 4 (17.04.2021): 186. http://dx.doi.org/10.3390/educsci11040186.

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Unexpected conflicts, or eruptions, in class during discussions of controversial issues are not uncommon in the field of English language teaching (ELT). This can be especially true for critical English language teachers who hope to address social justice issues in their classrooms. Existing literature of these events often mentions emotional responses of teachers and students, without fully analyzing the ways in which emotions are processed and constrained around these eruptions. This article examines a homophobic incident during an in-service English language teacher course taught by the author to illustrate ways in which emotions shaped the response to the incident, and how social justice aims can be achieved for critical language teachers in emotionally challenging environments, where there may be competing claims of injustice and narratives of oppression. Drawing on feminist theories of emotion, the case is made for a conceptualization of emotions not as private, individual experiences, but rather as public, socioculturally and materially mediated experiences. Social justice is theorized as an active fight against injustices that cannot be seen as an individual, isolated effort. Implications for critical language educators are shared.

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Pujari, Leena. „Doing Sociology of Gender in the Classroom: Re-imagining Pedagogies“. Sociological Bulletin 66, Nr. 2 (18.07.2017): 145–57. http://dx.doi.org/10.1177/0038022917708389.

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While curriculum constitutes an important facet of teaching and learning, what is of critical importance is how we engage with the curriculum and what pedagogical strategies we use to engage students. This article is an attempt to engage in a serious dialogue on how we do Sociology of Gender in our classrooms. How students effectively construct, represent and transform knowledge and how they develop competence in and beyond the learning areas depend much on the pedagogical insights that instructors employ in classrooms. The article argues for a critical feminist pedagogy that sees the classroom as a site of possibilities, believes in engaged student learning and recovers students’ voices.

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