Page 66 - Šolsko polje, XXXI, 2020, 5-6: Teaching Feminism, ed. Valerija Vendramin
P. 66
šolsko polje, letnik xxxi, številka 5–6
from the instances of the teacher and that of the student or students. It
consists of the subject matter and related experiences which cannot be
accomplished without interpretation. The experiences reflect mind and
emotions and through the latter it is and stays embodied.
The declared transformative aim of feminist pedagogy cannot be re-
duced to the objective(s) since it refers to society, and the ability of an in-
dividual or group to contribute to constructive social change. During the
Covid-19 crisis and the measures against it, the virtual class has induced
certain changes which may be considered transformative. The “intrusion”
of the domestic space may stimulate the teaching and learning process,
bring the individualities of students and the teacher closer together, and
even make the categorical division public/private transparent in its con-
strued nature. The screen decomposes the hierarchical organisation of the
lecturing room, and the adaptive character of the digital programmes en-
hances students’ autonomy by inspiring them to express themselves, while
allowing them to exhibit their technical competencies and thus contrib-
ute to equality in the positioning of the teacher and the students. Both
mentioned conceptualisations of feminist pedagogy – equality, and the
two-way transfer of knowledge and skills – seem to be more ideals than
realisable goals in the present pedagogic structures. As regards equality, a
concept with a similar meaning might be more adequate. While “equal-
ity focuses on creating the same starting line for everyone”, equity “has
the goal of providing everyone with the full range of opportunities and
benefits – the same finish line” (IWCA Calgary, 2017). The implied
meaning of equity adds to realisation of the two-way transfer of knowl-
edge and skills because it presupposes that the structurally weaker entity
that the students entail obtains all the needed attention and resources to
reach the position of a fair exchange of knowledge and transferable skills.
Simultaneously, teachers should not be embarrassed to inform themselves
with the help of the students on a subject they are more knowledgeable
of. The intense studying process and reconceptualisation of the previous-
ly phalogocentric roles setting call for the renaming of teaching and learn-
ing as studying. The teaching function is transformed into moderation in
the immediacy of naming. That is, the moderation implies the participa-
tion of those who already have the corpus of knowledges and are supposed
to be skilled in different activities.
Literature
Arendt, H. (1973). The Origins of Totalitarianism. Harcourt Brace
Jovanovich Publishers.
64
from the instances of the teacher and that of the student or students. It
consists of the subject matter and related experiences which cannot be
accomplished without interpretation. The experiences reflect mind and
emotions and through the latter it is and stays embodied.
The declared transformative aim of feminist pedagogy cannot be re-
duced to the objective(s) since it refers to society, and the ability of an in-
dividual or group to contribute to constructive social change. During the
Covid-19 crisis and the measures against it, the virtual class has induced
certain changes which may be considered transformative. The “intrusion”
of the domestic space may stimulate the teaching and learning process,
bring the individualities of students and the teacher closer together, and
even make the categorical division public/private transparent in its con-
strued nature. The screen decomposes the hierarchical organisation of the
lecturing room, and the adaptive character of the digital programmes en-
hances students’ autonomy by inspiring them to express themselves, while
allowing them to exhibit their technical competencies and thus contrib-
ute to equality in the positioning of the teacher and the students. Both
mentioned conceptualisations of feminist pedagogy – equality, and the
two-way transfer of knowledge and skills – seem to be more ideals than
realisable goals in the present pedagogic structures. As regards equality, a
concept with a similar meaning might be more adequate. While “equal-
ity focuses on creating the same starting line for everyone”, equity “has
the goal of providing everyone with the full range of opportunities and
benefits – the same finish line” (IWCA Calgary, 2017). The implied
meaning of equity adds to realisation of the two-way transfer of knowl-
edge and skills because it presupposes that the structurally weaker entity
that the students entail obtains all the needed attention and resources to
reach the position of a fair exchange of knowledge and transferable skills.
Simultaneously, teachers should not be embarrassed to inform themselves
with the help of the students on a subject they are more knowledgeable
of. The intense studying process and reconceptualisation of the previous-
ly phalogocentric roles setting call for the renaming of teaching and learn-
ing as studying. The teaching function is transformed into moderation in
the immediacy of naming. That is, the moderation implies the participa-
tion of those who already have the corpus of knowledges and are supposed
to be skilled in different activities.
Literature
Arendt, H. (1973). The Origins of Totalitarianism. Harcourt Brace
Jovanovich Publishers.
64
