Tenet: Uncovering the causes of inequality and leveraging resources toward undoing power structures.
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Designing Critically: Feminist Pedagogy for Digital / Real Life
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How to Embrace Feminist Pedagogies in Your Courses
Author(s): Romero-Hall, E. Date: 2021 Publication: Association for Educational Communication & Technology Citation: Romero-Hall, E. (2021). How to Embrace Feminist Pedagogies in Your Courses. Association for Educational Communication & Technology. https://interactions.aect.org/how-to-embrace-feminist-pedagogies-in-your-courses/. Section on webpage: Feminist Pedagogy – Online Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Using technology intentionally to build communities and enhance learning. Annotation: -
Feminist Pedagogy in Higher Education: Critical Theory and Practice
Author(s): Bondy, R. Light, T. P. & Nicholas, J. Date: 2015 Publication: Wilfrid Laurier University Press Citation: Bondy, R., Light, T. P., & Nicholas, J. (2015). Feminist Pedagogy in Higher Education: Critical Theory and Practice. Wilfrid Laurier University Press. https://www.wlupress.wlu.ca/Books/F/Feminist-Pedagogy-in-Higher-Education. Section on webpage: Feminist Pedagogy – General Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Examining the “why” in addition to the “what”. Annotation: This book discusses the processes employed to engage learners by challenging them to ask tough questions and craft complex answers, wrestle with timely problems and posit innovative solutions, and grapple with ethical dilemmas for which they seek just resolutions. Diverse experiences, interests, and perspectives―together with the various teaching and learning styles that participants bring to twenty-first-century universities―necessitate inventive and evolving pedagogical approaches, and these are explored from a critical perspective. The contributors collectively consider the implications of the theory/practice divide, which remains central within academic feminism’s role as both a site of social and gender justice and as a part of the academy, and map out some of the ways in which academic feminism is located within the academy today. -
Feminist Pedagogy: Looking Back to Move Forward
Author(s): Crabtree, R. Sapp, D. A. & Licona, A. C. Date: 2009 Publication: The Johns Hopkins University Press Citation: Crabtree, R., Sapp, D. A., & Licona, A. C. (2009). Feminist Pedagogy: Looking Back to Move Forward. The Johns Hopkins University Press. https://jhupbooks.press.jhu.edu/title/feminist-pedagogy. Section on webpage: Feminist Pedagogy – General Tenets: Promoting reflexivity. Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives. Examining the “why” in addition to the “what”. Annotation: This collection of essays traces the evolution of feminist pedagogy over the past twenty years, exploring both its theoretical and its practical dimensions. Feminist pedagogy is defined as a set of epistemological assumptions, teaching strategies, approaches to content, classroom practices, and teacher-student relationships grounded in feminist theory. To apply this philosophy in the classroom, the editors maintain that feminist scholars must critically engage in dialogue and reflection about both what and how they teach, as well as how who they are affects how they teach. In identifying the themes and tensions within the field and in questioning why feminist pedagogy is particularly challenging in some educational environments, these articles illustrate how and why feminist theory is practiced in all kinds of classrooms. In exploring feminist pedagogy in all its complexities, the contributors identify the practical applications of feminist theory in teaching practices, classroom dynamics, and student-teacher relationships. This volume will help readers develop theoretically grounded classroom practices informed by the advice and experience of fellow practitioners and feminist scholars. -
Twenty-First-Century Feminist Classrooms: Pedagogies of Identity and Difference
Author(s): MacDonald, A. & Sánchez-Casal, S. Date: 2002 Publication: Palgrave Macmillan Citation: MacDonald, A., & Sánchez-Casal, S. (2002). Twenty-First-Century Feminist Classrooms: Pedagogies of Identity and Difference. Palgrave Macmillan. https://www.palgrave.com/gp/book/9780312295349. Section on webpage: Feminist Pedagogy – General Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Annotation: This book is centrally concerned with crucial theoretical and practical aspects of teaching in the national and global borderlands of gender, race, and sexuality studies. The cross-cultural feminist focus of this anthology allows the contributors to consider the various ways in which global and national frameworks intersect in the classroom and in students’ thinking, and also the ways in which power and authority are developed, directed, and deployed in the feminist classroom. This volume provides a critical elaboration of provocative, self-reflexive questions for feminist cultural and intellectual practice for the 21st century. In doing so, the volume provides a site for engaged feminist self-criticism for the specific purpose of reinvigorating a critical pedagogical practice grounded in multicultural feminist identities. -
Teaching Feminist Activism: Strategies from the Field
Author(s): Naples, N. A. & Bojar, K. Date: 2002 Publication: Routledge Citation: Naples, N. A., & Bojar, K. (2002). Teaching Feminist Activism: Strategies from the Field. Routledge. https://www.routledge.com/Teaching-Feminist-Activism-Strategies-from-the-Field/Naples-Bojar/p/book/9780415931878. Section on webpage: Feminist Pedagogy – General Tenets: Connecting to the personal and to communities outside of academia. Building equity, trust, mutual respect, and support. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Annotation: From theoretical analysis to practical teaching tools, an indispensable guide for educators seeking to link feminist theory and activism to their teaching. Included are web sites, videos, recommended texts, and additional course outlines. -
“Why Faculty Members Need to Explain Feminist Pedagogy”
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Gendered Subjects: the Dynamics of Feminist Teaching
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Intentionally Equitable Hospitality in Hybrid Video Dialogue: The Context of Virtually Connecting