Feminist pedagogy in action: reflections from the front line of feminist activism-the feminist classroom.

Louise-Lawrence, Jenny

Abstract

How far can feminist pedagogy facilitate a positive learning experience for the student? I explore this question by offering a critical reflection of teaching a Gender Studies module to two cohorts of students: part-time mature and full-time ‘traditional’ learners. I offer a candid exploration of my personal journey, exposing the strengths and sometimes contradictions found in feminist pedagogic principles. By documenting feminist pedagogy in action I offer a pragmatic approach to its application and refined understanding of it as a method of teaching while attending to feminist pedagogy's core values. My approach empowers the learner, at the same time it enables the tutor to cover module learning outcomes without compromising a feminist agenda. This appropriation is informed by a project designed to put feminist pedagogy (as an approach) and gender studies (as a subject) under critical scrutiny with a view to the refinement of pedagogic practice.

Citation

Louise-Lawrence, J. (2014). Feminist pedagogy in action: reflections from the front line of feminist activism-the feminist classroom. Enhancing Learning in the Social Sciences, 6,(1), 29-41. https://doi.org/10.11120/elss.2014.00022

• Journal Article Type: Article
• Acceptance Date: Jan 1, 2014
• Online Publication Date: Dec 15, 2015
• Publication Date: Jun 1, 2014
• Deposit Date: Feb 23, 2022
• Publicly Available Date: Feb 23, 2022
• Journal: Enhancing Learning in the Social Sciences
• Print ISSN: 1756-848X
• Publisher: Taylor and Francis
• Peer Reviewed: Peer Reviewed
• Volume: 6,
• Issue: 1
• Pages: 29-41.
• DOI: https://doi.org/10.11120/elss.2014.00022
• Keywords: Feminist pedagogy; Reflective learning; Critical pedagogy; Learning contract; Gender studies
• Public URL: https://hull-repository.worktribe.com/output/2016201