Page 72 - Šolsko polje, XXXI, 2020, 5-6: Teaching Feminism, ed. Valerija Vendramin
P. 72
šolsko polje, letnik xxxi, številka 5–6
with others that is congruent with the developmental needs of both wom-
en and men” (ibid., p. 10). In such a community, the personal can be rec-
ognised as political since it nurtures a need and sparks a desire to move
learning beyond the classroom. It creates a circular motion, theory can be
applied to action and experiences that are a result of social action can like-
wise inform theory, which may yet again lead to new action (ibid., p. 11).
One of feminist pedagogy’s goals is thus to create a community that en-
gages in feminist praxis.
Another important concept in feminist pedagogy is empowerment.
Although power is a concept usually tied to critical reflections of domina-
tion in feminist theory, empowerment expresses a concept of power as a
capacity and potential rather than as domination. When power is defined
as a capability, the goal is to increase the power of all actors, not to lim-
it the power of some (ibid., p. 8). In feminist pedagogy, there is a tenden-
cy to eradicate points of power and disperse the power among the class-
room. Still, this does not mean that the teacher’s authority is dissolved,
as Shrewsbury notes (ibid., p. 9). His or her position is more reconcep-
tualised as a source of power by way of creative energy, not domination.
As Jennifer Gore (1993, p. 79) would argue, the feminist teacher becomes
more of an authority with the students than an authority over the stu-
dents, that is, less didactic and more collaborative since knowledge is
shared rather than imparted (Bignell, 1996, p. 316). Feminist classrooms
are therefore interactive, encourage a de-centred approach to teaching and
the learning process and especially focus on the critical assessment of dif-
ferences (McKenna, 1996). This approach helps validate the experiences
of all students, especially women, since feminist pedagogy is based on the
perspective that educational environments have traditionally been sites of
patriarchal power that have neglected the experiences and perspectives of
women (Freeman & Jones, 1980; see also Bignell, 1996, p. 316).
Feminist Pedagogy and its Critiques
One of the biggest challenges in outlining feminist pedagogy is to resist
a single, dominant, institutionalised narrative, as Emilie Lawrence (2016)
describes. Rather than defining feminist pedagogy as a single, fixed list of
characteristics, we should allow for the possibility of different feminist
pedagogies, fragmented and continually developing practices that invite
teachers and students to contribute to their evolution (ibid.).
Feminist pedagogy is therefore self-reflexive and critical of its own
theories. Reflexivity is in fact built into the tenets of feminist thought,
meaning the critiques and questions are better understood as a means of
development. Challenges to feminist pedagogy include queries about:
70
with others that is congruent with the developmental needs of both wom-
en and men” (ibid., p. 10). In such a community, the personal can be rec-
ognised as political since it nurtures a need and sparks a desire to move
learning beyond the classroom. It creates a circular motion, theory can be
applied to action and experiences that are a result of social action can like-
wise inform theory, which may yet again lead to new action (ibid., p. 11).
One of feminist pedagogy’s goals is thus to create a community that en-
gages in feminist praxis.
Another important concept in feminist pedagogy is empowerment.
Although power is a concept usually tied to critical reflections of domina-
tion in feminist theory, empowerment expresses a concept of power as a
capacity and potential rather than as domination. When power is defined
as a capability, the goal is to increase the power of all actors, not to lim-
it the power of some (ibid., p. 8). In feminist pedagogy, there is a tenden-
cy to eradicate points of power and disperse the power among the class-
room. Still, this does not mean that the teacher’s authority is dissolved,
as Shrewsbury notes (ibid., p. 9). His or her position is more reconcep-
tualised as a source of power by way of creative energy, not domination.
As Jennifer Gore (1993, p. 79) would argue, the feminist teacher becomes
more of an authority with the students than an authority over the stu-
dents, that is, less didactic and more collaborative since knowledge is
shared rather than imparted (Bignell, 1996, p. 316). Feminist classrooms
are therefore interactive, encourage a de-centred approach to teaching and
the learning process and especially focus on the critical assessment of dif-
ferences (McKenna, 1996). This approach helps validate the experiences
of all students, especially women, since feminist pedagogy is based on the
perspective that educational environments have traditionally been sites of
patriarchal power that have neglected the experiences and perspectives of
women (Freeman & Jones, 1980; see also Bignell, 1996, p. 316).
Feminist Pedagogy and its Critiques
One of the biggest challenges in outlining feminist pedagogy is to resist
a single, dominant, institutionalised narrative, as Emilie Lawrence (2016)
describes. Rather than defining feminist pedagogy as a single, fixed list of
characteristics, we should allow for the possibility of different feminist
pedagogies, fragmented and continually developing practices that invite
teachers and students to contribute to their evolution (ibid.).
Feminist pedagogy is therefore self-reflexive and critical of its own
theories. Reflexivity is in fact built into the tenets of feminist thought,
meaning the critiques and questions are better understood as a means of
development. Challenges to feminist pedagogy include queries about:
70
