Teaching Feminist Practice: Support, Transition, Change

Abstract

This article describes a course on feminist social work practice that was designed to develop, model, and create interventions and strate gies that are meaningful to women's experience and reality. Nontra ditional styles of teaching and learning emerged using a team ap proach. Shared knowledge was a hallmark of the class as the teachers and students sought to challenge the concept of hierarchy and to create a climate for cooperative and interactive learning.

Women, Feminism, and Social Work Journals 10 Years Later

“…Many approaches have been debated to address the omission of gender in the social work curriculum and to strengthen the relationship between feminism and social work. Many educators have promoted the infusion of feminist content into the social work curriculum (e.g., Bartlett, Tebb, & Chadha, 1995; Dore, 1994; Raske & Evens, 2000), while others have argued against the “add and stir” approach (e.g., Grise-Owens, 2002). Another approach includes applying feminist principles to leadership development in social work (Lazzari, Colarossi, & Collins, 2009).…”

Computer Technology for the Feminist Classroom

“…Such an approach may be especially beneficial to instructors in schools of social work, where students are predominantly female. Teaching methods that are informed by feminist principles have been used for social work courses on research (Globerman & Chan, 2000), practice (Abram, Schmitz, Taylor, Tebb, & Bartlett, 2001;Bartlett & Tebb, 1995;Dore, 1994;Pennell, Flaherty, Gravel, Milliken, & Neuman, 1993), and policy (Pennell et al, 1993). This article describes the use of three feminist pedagogical strategies that involved computer technology in a social work course on oppression and diversity and evaluates the students' perceptions of the learning experience.…”