Feminist researchers learning to teach: A Finnish case of university pedagogy in women's studies

Power and pedagogy II: Introduction

“…The main point raised by the three analyses is that instead of avoiding the painful aspects of feminist teaching, we should critically reflect on them and ask ourselves whether and how these discomforts can enrich us both as teachers and learners. This point strongly echoes Kirsti Lempiäinen and Päivi Naskali’s (2011) analysis of the development and teaching of a course on feminist pedagogy. Overall, we believe that a critical engagement with issues of power and feminist pedagogy is of immense significance given the pervasive neoliberal trends which have gradually transformed present-day academic practice in Europe into a competitive and commercialized arena (Alvanoudi, 2009).…”

2. From Experience to Language in Narrative Practices in Therapeutic Education in France

“…Because knowledge was constructed in a collaborative and collective way in the teaching situation, it could not be deemed value neutral. Rather, it is understood as political (Lempiäinen & Naskali, 2011) and able to provide a framework to engage in raising consciousness, as well as a space to discuss, share ideas and hear multiple stories of life (see also Merriam, Caffarella, & Baumgartner, 2007). The goals of feminist pedagogies are to develop critical thinking and connect students to their learning, by using their experiences and skills as resources to enable a better understanding of the social and political aspects of everyday activities (Vogel, 2002;Weiler, 2001).…”

4. Understandings of the Natural World from a Generational Perspective

“…Despite these pressures, feminist teachers are highly involved and engaged in their work. They feel the pressure to be caring teachers who are committed to their students (Lempiäinen & Naskali, 2011). The practices of teaching create different kinds of emotional knowledge between caregivers and care receivers, but there are also similarities.…”