Feminist Pedagogy: Identifying Basic Principles. (the Scholarship of Teaching and Learning)

摘要: Abstract A comprehensive review of multidisciplinary literature revealed six principles feminist pedagogy: reformation the relationship between professor and student, empowerment, building community, privileging voice, respecting diversity personal experience, challenging traditional pedagogical notions. Feminist Pedagogy: Identifying Basic Principles While scholars have long been concerned with role women in American public education (see Schmuck, 1987, for a relevant literature), academic feminists only recently began articulating pedagogy or methodology teaching (Bright, 1993). Although definitions feminism vary (Arnold, 2000; Weiler, 1995), most authors would agree Shrewsbury's definition as "a theory about teaching/learning process that guides our choice classroom practices by providing criteria to evaluate specific educational strategies terms desired goals outcomes" (1993, p. 8). The challenges current emphasis on efficiency objectivity perpetuate domination masculine rationality (Scering, 1997) offering alternative views based principles. These innovative notions enjoyed broad application. Instructors employed elementary school (e.g., Christie, 1997), high Brady, 1994; Roy & Schen, 1993), college Blumenstyk, 1997; Bright, 1993; Chapman, Cummings, 1998; Middlecamp Subramaniam, 1999; Motoyama, 1996; Novek, Robertson, Scering, Schniedewind, Shrewsbury, Wood Lenze, 1991), computer lab (Parry, 1996), professional conference Bell, As enjoys increased adoption, itself are changing thus "opening up wide range ways be do scholarship" (Thompson Walker, 1995, 848). Given this diversity, it is yet necessary explicate emerging from recent literature. purpose present essay extant distill its basic previous author offered list suggested application settings Briskin, 1990), could locate no previously published work reviewed ascertain common acknowledged across various disciplines applications represented growing body might use identified when designing new course an established class. earlier writings proposed more radical Kenway Modra, 1992, articles articulated enjoy widespread acceptability. Our reading synthesis yielded central individual respect experience instruction. Each principle contributes creation collaborative learning goal contemporary pedagogy. 1. Reformation student. offers both students relational roles. Power becomes shared assume responsibility teachers learning. However, deeply embedded attitudes norms language can hamper reformation. In classroom, model perspectives (Bowker Dunkin, 1992) democratic relationships. …