Feminist Pedagogy

Currier, Danielle

doi:10.1002/9781119314967.ch19

Cited by 5 publications

(7 citation statements)

References 44 publications

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“…In its various iterations, feminist pedagogy does denote a shared perspective towards teaching, as well as a set of core shared principles arising from and aligning with feminist theory. Namely, feminist pedagogy understands teaching as a both a form of, and pathway towards social justice and carries at its core a commitment to disrupting oppressive power relations within and outside the university (Bondy et al 2015;Currier 2021). Feminist pedagogy recognizes issues of sexism and social injustice as relevant to both the subject matter being taught, and the ways in which this subject matter is taught.…”

Section: Defining Feminist Pedagogymentioning

confidence: 99%

“…One of the ways feminist pedagogy seeks to problematize oppressive academic practices is by challenging the understanding of academic knowledge as neutral. Both students and teachers bring their own lived, experiential knowledge to the classroom (Currier 2021). Not only is this experiential knowledge important for its intersectional value, but it maintains that students and teachers come to the classroom as complex beings, who are living and working in relation to each other, and to the world outside the classroom in ways that require critical ethical accountabilities.…”

Section: Defining Feminist Pedagogymentioning

confidence: 99%

“…Feminist pedagogy, alongside other emancipatory approaches to teaching, includes an interest in disrupting hierarchy and hence, professorial authority in the classroom. This commitment is inextricably linked to its overarching commitment to dismantling hierarchical relations outside the classroom, and to the emergence of women's studies as a response to how the masculinized and male-dominated academy historically produced knowledge and expertise about women, without valuing women's own experiences or knowledge production (Bondy et al 2015;Currier 2021). Feminist pedagogy thus values how the social positions occupied by women and other marginalized communities allows them to produce unique situated knowledges, acknowledging that our differential standpoints allow us to see the world from unique vantage points (Crabtree et al 2009).…”

Section: Valuing Experiential Knowledge and Challenging Professorial ...mentioning

confidence: 99%

“…Because feminist pedagogy values situated knowledges, while also viewing students as complete and complex beings, it challenges the construction of students as sponges who absorb and reiterate knowledge, or as vessels to be filled (Currier 2021). Feminist pedagogy values critical thinking, and often positions the professor as more of an expert guide, rather than a dispenser of objective facts (Briskin 2015).…”

Section: Valuing Experiential Knowledge and Challenging Professorial ...mentioning

confidence: 99%

“…Mots-clés: féminisme; néolibéralisme; professorat par association; relationnalité; soutien Introduction When Women's Studies programs first began to be established in the 1960s, they were understood as both a reaction to, and a disruption of, the traditional university's devaluation of women as both subjects and creators of academic knowledge (Currier 2021;Robbins et al 2008). Feminist pedagogy has been situated as a means through which to challenge the power relations inherent to the university system, modelling and enacting teaching practices that empower students as agentic subjects, rather than asking students to adopt and acquiesce to dominant ways of being and knowing in the classroom (Bondy et al 2015;Crabtree et al 2009).…”

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confidence: 99%

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Feminist Pedagogy in the Neoliberal University: The Limits of Precarious Labour

Potvin

Dority

2023

atlantis

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In recent years, feminist pedagogy has been advanced as a strategy for disrupting the neoliberal corporatization of the university classroom. In this paper, we both recognize and trouble this disruptive potential, examining how the working conditions faced by adjunct instructors affect our ability to put our commitments to feminist pedagogy into practice. Based on our own experiences as sessional instructors, we argue that conditions such as heavy workloads, alongside limited access to institutional resources and community, contribute to faculty burn-out and hinder our ability to build and maintain feminist student-instructor relationships. Drawing on existing scholarship on feminist pedagogy, and emerging work exploring the challenges of teaching within the neoliberal university, we argue for the need to extend and complicate dominant understandings of feminist pedagogy as a series of values and practices that individual instructors can implement, and to recognize how its enactment is limited by the adjunctification of higher education. This paper pertains to instructors, particularly those in feminist departments, seeking to apply feminist pedagogy across the university.

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Section: Defining Feminist Pedagogymentioning

confidence: 99%

Section: Defining Feminist Pedagogymentioning

confidence: 99%

Section: Valuing Experiential Knowledge and Challenging Professorial ...mentioning

confidence: 99%

Section: Valuing Experiential Knowledge and Challenging Professorial ...mentioning

confidence: 99%

mentioning

confidence: 99%

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Feminist Pedagogy in the Neoliberal University: The Limits of Precarious Labour

Potvin

Dority

2023

atlantis

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An investigation into pathway preparation and student motivation

Blaisdell

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Without the support of my family, friends, colleagues, and mentors, this project would not have been possible. I am profoundly grateful for the network of support I have had backing me at each stage of my continuing education and each milestone of this project.Mom, Dad, Ariana, and Nonni, you have always been there to support me in everything that I pursue with unconditional love and guidance. You have all taught me what it means to put others beyond yourself.Casey, I will always be indebted to the sacrifices you made to ensure I completed this project. You personally guaranteed that I truly had nothing to worry about besides this work, which allowed it to thrive and develop to its full capacity.Dr. Boozang, without your continued support, I could not imagine how this project would be possible. At each stage of drafting, planning, revising, and more, you were there to offer guidance and expertise which allowed me to extend beyond what I thought I was capable of.Dr. Serig, I am grateful for all of your contributions in pushing the scope and depth of this project. It is hard to imagine this project without your timely and rigorous feedback as a second reader.Dr. Gebhard, thank you so much for continuing your commitment to my academic growth. It's hard to believe that you were my professor for my first-ever course in the field of education and now you're my third reader for my dissertation. Thank you for everything, Meg.Lastly, I am deeply appreciative of everyone who was there for me in my journey. My family, friends, students, colleagues, and everyone who was there rooting for me along the way have made all the difference. All of the major and minor forms of support did not go unrecognized or unappreciated. 4 DedicationsTo my family, the foundation of my life. I love you, Mom, Dad, Ariana, Nonni, Papa, and Daisy.

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Enseñar y aprender en el ciberespacio: Aportes desde las pedagogías ciberfeministas a la educación virtual. Revisión sistemática de literatura

2022

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Los entornos virtuales presentan enormes desafíos en términos de brechas y desigualdades. Una de ellas es el rol del género y sus implicaciones en las relaciones mediadas por las tecnologías. En este escenario, los entornos virtuales de educación superior no son una excepción. Esta revisión sistemática de literatura tiene por objetivo identificar las aportaciones de las pedagogías ciberfeministas y su vigencia en el contexto actual de la educación superior virtual. A partir de los registros obtenidos, entre los años 1999 y 2019, sistematizamos las principales ideas en torno a cinco ámbitos claves para esta modalidad de estudios: docentes, estudiantes, plataformas, diseños pedagógicos e instituciones. Los resultados obtenidos evidencian el alcance de las pedagogías ciberfeministas en la actualidad, al estar en sintonía con los debates sobre el feminismo en Internet, las pedagogías feministas, la inclusión de la perspectiva de género en educación superior y las modalidades de educación mediadas por tecnologías. Concluimos que, a pesar de un escaso uso del concepto pedagogías ciberfeministas, en los últimos años cobra relevancia frente a los fenómenos de transformación de la educación superior, el contexto post pandemia de especial interés por las tecnologías educativas y la latencia de las violencias, y las brechas y desigualdades en el ciberespacio.

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Feminist Pedagogy

Cited by 5 publications

References 44 publications

Feminist Pedagogy in the Neoliberal University: The Limits of Precarious Labour

Feminist Pedagogy in the Neoliberal University: The Limits of Precarious Labour

An investigation into pathway preparation and student motivation

Enseñar y aprender en el ciberespacio: Aportes desde las pedagogías ciberfeministas a la educación virtual. Revisión sistemática de literatura

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