Feminism in Community

English, Leona M.; Irving, Catherine

doi:10.1007/978-94-6300-202-8

Cited by 27 publications

(5 citation statements)

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“…believe that in the field of adult learning, there is missing research on the interactions of adults and the larger cultures they live in-the identities that are portrayed to us and enacted through public pedagogies (p. 5). Additionally, this case study honours the works of scholars like bell hooks (2003), English and Irving (2015), and English and Peters (2012), who called for more feminist education to continue the movement toward a more socially just and equitable society.…”

Section: Research Methodology and Rationalementioning

confidence: 67%

“…The goals of critical feminist pedagogy, as defined by English and Irving (2015), are (a) fostering social analysis, (b) supporting women's leadership, (c) building organizations, and (d) creating social change (pp. 104-105).…”

Section: Discussionmentioning

confidence: 99%

“…Building an understanding of diversity and inclusion under the scope of critical feminist pedagogy continues to prioritize women's ways of knowing and women as learners (Crenshaw, 1991), while exploring innovative and transformative processes for social change. The goals of critical feminist pedagogy, as defined by English and Irving (2015), are (a) fostering social analysis, (b) supporting women's leadership, (c) building organizations, and (d) creating social change (pp. 104-105).…”

Section: Feminist Theory and Critical Feminist Pedagogymentioning

confidence: 99%

“…47-48;English & Irving, 2015, p. 246). Some clues to moving forward come from the work of English and Irving (2015) as they review the field of transformative learning and recommend elements that are unique to women's transformative experiences: the importance of relationships, body, emotion, race and class, and creativity and the arts (pp. 250-253).…”

Section: Transformational Learning Theorymentioning

confidence: 99%

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Transforming Consent Conversations

Clarke

2022

CJSAE

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This case study explores the experiences of nine female-identifying feminist public educators working with Ontario, Canada, sexual assault centres who regularly facilitate discussions about sexual consent and gender-based sexual violence in schools, post-secondary institutions, and community workshops. The educators discuss their experiences of adaptation and “inoculations” for inspiring transformative learning in their audiences, and the ways in which their practice and person have been transformed through their profession. With a focus on the relationships between intersectional feminist pedagogy, social justice education, transformative learning, and public pedagogy, the educators describe their resilience from trauma, critical thinking, and self-reflective practice, highlighting the benefits of co-facilitation, debriefing with colleagues, and mentorship.

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Section: Research Methodology and Rationalementioning

confidence: 67%

Section: Discussionmentioning

confidence: 99%

Section: Feminist Theory and Critical Feminist Pedagogymentioning

confidence: 99%

Section: Transformational Learning Theorymentioning

confidence: 99%

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Transforming Consent Conversations

Clarke

2022

CJSAE

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“…hegemonic assumptions,” (Brookfield, 2000). Social movement learning (e.g., English & Irving, 2015; Holford, 1995; Holst, 2016; Kilgore, 1999) similarly links individual emancipatory learning to socio/political change, although the learning occurs as part of participation in social action for social justice. Bowers (2005), in line with Esteva et al (2005), critiques Freire’s work, arguing that transformative learning and specifically critical pedagogy are based on Enlightenment assumptions and are conceptually inadequate to address the challenges of today.…”

Section: Discussion: Expanding Our Understanding Of Emancipatory Learmentioning

confidence: 99%

Agential Realism in a Community-Based Organization in Mexico: An Ethico-Onto-Epistemology of Emancipatory Learning

Brooks

2018

Adult Education Quarterly

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This article shares the findings of a qualitative study of a community-based organization in Mexico and the emancipatory pedagogy practiced there in a time characterized by a changing global economic order, conflict and war, corruption and geographic displacement. To make sense of the transnational philosophical fusion and the pedagogical practices in the organization, I draw on Karen Barad’s ideas to propose an ethico-onto-epistemology of emancipatory learning to uncover power in spaces of self/knowledge that are outside the binaries of critical-theoretical practice. It suggests an understanding of emancipatory learning that is relational, embodied, ethical, and emergent.

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Transforming adult education through critical feminist theory: Towards a critical consciousness learning model

Zhu

2023

New Dir Adult Contin Educ

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In this conceptual paper, I delve into the urgent necessity of reshaping adult education and advocate for the adoption of critical feminist theory as a foundational framework for the examination of adult education. Based on the theories of adult education and critical feminist theory, I argue that a critical feminist lens could help educators better support adult learners from diverse backgrounds and spark meaningful social change. Building on principles of ideology, consciousness, and standpoint from critical feminist theory, I propose a critical consciousness learning (CCL) model that challenges existing assumptions and inspires innovative research and practice. Ultimately, my objective is to empower adult educators to reimagine the landscape of adult education in a manner that champions principles of equity, inclusivity, and transformative learning, thereby ushering in a new era of adult education.

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Feminism in Community

Cited by 27 publications

References 0 publications

Transforming Consent Conversations

Transforming Consent Conversations

Agential Realism in a Community-Based Organization in Mexico: An Ethico-Onto-Epistemology of Emancipatory Learning

Transforming adult education through critical feminist theory: Towards a critical consciousness learning model

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