Page 52 - Šolsko polje, XXXI, 2020, 5-6: Teaching Feminism, ed. Valerija Vendramin
P. 52
šolsko polje, letnik xxxi, številka 5–6
dealing with feminist pedagogy and digitalisation of the class during the
Covid-19 crisis.
The first part of the discussion consists of my own modelling of fem-
inist teaching, a summary of the characteristics of feminist and critical
pedagogy, and the use of certain related theses. In the second part, a se-
lection of feminist pedagogic Internet blogs and expert inputs related to
virtual classes during the Covid-19 crisis is integrated. Accompanying au-
to-ethnographic notes deliver my reflections on the personal spontaneous
and informed approaches in virtual classes, which correspond to the fem-
inist pedagogy guidelines disseminated via the Internet. The final part
aims at an innovative subjective contribution to the contemporary femi-
nist interventions in the virtualised studying processes and modes.
Feminist Pedagogy, “Situated Knowledges”, Transformative Power
After my initial teaching efforts at transposing all-the knowledge-you-
have followed the transition to a more relaxed praxis. Over the next few
years, I was developing certain unconventional approaches.
The traits of such seemingly spontaneous subjective realisations of
the curriculum are shortlisted and sometimes accompanied by the respec-
tive objectives:
- addressing the students by feminine grammatical gender forms to
practically demonstrate gender discrimination in language to the
men present;
- addressing the students by their first names, and inviting them to
omit use of the title professor while addressing me; I do not use any
other formal language forms of addressing, which are formal, al-
though I stick to politeness and kindness. The students may use the
same mode while addressing me. Such interpersonal closeness is in
my case much more realisable with the Erasmus students;
- unannounced transformations of the formal teaching plan to show
how the actual socio-political or other socio-cultural actual phe-
nomena and situations relate to a topic related to the study subject;
- reorganising a lecture room (if possible) so as to substantially subvert
the unequal positions in the two-way transfer of knowledge. If not
possible, I often take a seat among the students to make it easier for
them to talk and share their thoughts;
- reporting my own experiences which relate to the exposed theses or
topics; the aim is to practically illustrate that there is no real theory/
praxis gap. I do not apply pressure to them to expose themselves in
50
dealing with feminist pedagogy and digitalisation of the class during the
Covid-19 crisis.
The first part of the discussion consists of my own modelling of fem-
inist teaching, a summary of the characteristics of feminist and critical
pedagogy, and the use of certain related theses. In the second part, a se-
lection of feminist pedagogic Internet blogs and expert inputs related to
virtual classes during the Covid-19 crisis is integrated. Accompanying au-
to-ethnographic notes deliver my reflections on the personal spontaneous
and informed approaches in virtual classes, which correspond to the fem-
inist pedagogy guidelines disseminated via the Internet. The final part
aims at an innovative subjective contribution to the contemporary femi-
nist interventions in the virtualised studying processes and modes.
Feminist Pedagogy, “Situated Knowledges”, Transformative Power
After my initial teaching efforts at transposing all-the knowledge-you-
have followed the transition to a more relaxed praxis. Over the next few
years, I was developing certain unconventional approaches.
The traits of such seemingly spontaneous subjective realisations of
the curriculum are shortlisted and sometimes accompanied by the respec-
tive objectives:
- addressing the students by feminine grammatical gender forms to
practically demonstrate gender discrimination in language to the
men present;
- addressing the students by their first names, and inviting them to
omit use of the title professor while addressing me; I do not use any
other formal language forms of addressing, which are formal, al-
though I stick to politeness and kindness. The students may use the
same mode while addressing me. Such interpersonal closeness is in
my case much more realisable with the Erasmus students;
- unannounced transformations of the formal teaching plan to show
how the actual socio-political or other socio-cultural actual phe-
nomena and situations relate to a topic related to the study subject;
- reorganising a lecture room (if possible) so as to substantially subvert
the unequal positions in the two-way transfer of knowledge. If not
possible, I often take a seat among the students to make it easier for
them to talk and share their thoughts;
- reporting my own experiences which relate to the exposed theses or
topics; the aim is to practically illustrate that there is no real theory/
praxis gap. I do not apply pressure to them to expose themselves in
50
