Feminist Pedagogy Essay

Definitions

Historically, feminist pedagogy has emerged from the women’s movement (Briskin, 1990; hooks, 1994). In this historical context, feminist pedagogy cannot be defined as a mere instructional principle, strategy, or method. Feminist pedagogy is a praxis of social change that is rooted in a concept of education as the practice of freedom (Freire, 1988) from all forms of oppression, violence, domination, discrimination, and phobia. According to Briskin (1990), “The intrinsic link between feminist pedagogy and organizing for social change reflects the connection between the classroom and the world outside it, and the feminist understanding that change is necessary and must be systemic” (p. 23). Hence, feminist pedagogy is intricately

These goals may include 1) sustenance of the atmosphere of mutual trust, respect, care, and community; 2) shared leadership; 3) cooperative learning strategies; 4) nurturing Emotional Intelligence or a collective recognition of an interplay between affective and cognitive experiences; 5) dialogic action (Schniedewind, 1983, pp. 262-270)

Feminist Pedagogy in a Science Classroom

Create your syllabus in an accord with your pedagogy. Invite students to make the syllabus together. Make it learner-centered. Ex., What would they like to learn, discuss, question, understand, and practice?

Make a mission statement to incorporate all aspects of human rights and freedoms (see, the Safe Schools, MyGSA.ca: http://www.edu.gov.mb.ca/k12/safe_schools/mygsa/full_doc.pdf)

Reflect on your behavior in the classroom: Does your behavior reflect the mission statement?

Reorganize your teaching spaces to eliminate your role as an expert and to enhance

It also makes [talking] less threatening.” Electronic mail is an alternative for students who at first may be uncomfortable approaching an instructor. “Chatrooms” and list servers also provide useful avenues for students to communicate with each other and share their ideas or projects. Although email may sound like a minor change, its effect on communication can be substantial. Students, upon discovering that their instructor responds quickly and cordially, may begin participating in the course to a much greater extent. In fact, they may become so comfortable with electronic mail that their instructors (who at first welcomed the chance to more effectively reach their more quiet or reserved students) may find themselves overwhelmed with messages. (Middlecamp & Subramaniam, 1999, p.