Page 70 - Šolsko polje, XXXI, 2020, 5-6: Teaching Feminism, ed. Valerija Vendramin
P. 70
šolsko polje, letnik xxxi, številka 5–6
and learning process itself, touching on issues regarding feminist class-
rooms. First, the transformative power of feminist pedagogy is discussed,
as well as the concepts of empowerment, community and hierarchy. Then
the focus shifts to questions surrounding feminist pedagogy in practice.
Examples of feminist classrooms and practices on different educational
levels are given. In the conclusion, some broader concerns regarding the
vision of education, the role of the teachers, and feminist praxis underline
the importance of feminist pedagogy and its inclusion in teacher training
programmes.
What is Feminist Pedagogy?
Feminist pedagogy is a way of thinking about teaching and learning that
guides our choice of classroom practices, specifically by providing criteria
to evaluate different educational strategies in terms of the desired course
goals and outcomes (Shrewsbury, 1987, p. 6). What are some of those eval-
uative criteria? One of the most important is the extent to which a com-
munity of learners is empowered to act responsibly toward the subject
matter and each other, as Carolyn Shrewsbury points out. Even more cru-
cial is the application of this knowledge and awareness to social action in
everyday life (ibid.).
Feminist pedagogy is centred around the notion that all social rela-
tions, and thus all societal institutions and structures, are gendered. It is
therefore hardly surprising that its key concerns are gender justice and im-
agining different ways to deal with and ultimately overcome oppressions
(ibid., p. 7). Teaching and learning, as envisioned by feminist pedagogy,
should challenge widely and uncritically accepted knowledge on which
traditional theories are based on (Forrest & Rosenberg, 1997). Feminist
pedagogy calls for a change. In this sense, it is a transformative pedago-
gy. Its transformative component is multilayered and the drive for change
constitutes different aspects of feminist pedagogy, for example:
- its vision: What is education? Even more importantly – what it could
be (and is often not)? (see Shrewsbury, 1987);
- its learning: Is gaining new knowledge truly enough? Or is it just as
important to shift our thinking in new directions? (see Lawrence,
2016);
- its methods: In which terms do we understand the structure of the
classroom? Is there a divide between teachers and students or are
they all class participants? How does the change in understanding
of this relationship affect the teaching methods and practices used
in the classroom?;
68
and learning process itself, touching on issues regarding feminist class-
rooms. First, the transformative power of feminist pedagogy is discussed,
as well as the concepts of empowerment, community and hierarchy. Then
the focus shifts to questions surrounding feminist pedagogy in practice.
Examples of feminist classrooms and practices on different educational
levels are given. In the conclusion, some broader concerns regarding the
vision of education, the role of the teachers, and feminist praxis underline
the importance of feminist pedagogy and its inclusion in teacher training
programmes.
What is Feminist Pedagogy?
Feminist pedagogy is a way of thinking about teaching and learning that
guides our choice of classroom practices, specifically by providing criteria
to evaluate different educational strategies in terms of the desired course
goals and outcomes (Shrewsbury, 1987, p. 6). What are some of those eval-
uative criteria? One of the most important is the extent to which a com-
munity of learners is empowered to act responsibly toward the subject
matter and each other, as Carolyn Shrewsbury points out. Even more cru-
cial is the application of this knowledge and awareness to social action in
everyday life (ibid.).
Feminist pedagogy is centred around the notion that all social rela-
tions, and thus all societal institutions and structures, are gendered. It is
therefore hardly surprising that its key concerns are gender justice and im-
agining different ways to deal with and ultimately overcome oppressions
(ibid., p. 7). Teaching and learning, as envisioned by feminist pedagogy,
should challenge widely and uncritically accepted knowledge on which
traditional theories are based on (Forrest & Rosenberg, 1997). Feminist
pedagogy calls for a change. In this sense, it is a transformative pedago-
gy. Its transformative component is multilayered and the drive for change
constitutes different aspects of feminist pedagogy, for example:
- its vision: What is education? Even more importantly – what it could
be (and is often not)? (see Shrewsbury, 1987);
- its learning: Is gaining new knowledge truly enough? Or is it just as
important to shift our thinking in new directions? (see Lawrence,
2016);
- its methods: In which terms do we understand the structure of the
classroom? Is there a divide between teachers and students or are
they all class participants? How does the change in understanding
of this relationship affect the teaching methods and practices used
in the classroom?;
68
