Freire and a Feminist Pedagogy of Difference

Author(s): Weiler, K.
Date: 1991
Publication: Harvard Educational Review
Citation: Weiler, Kathleen. (1991). Freire and a Feminist Pedagogy of Difference. Harvard Educational Review. 1 December 1991; 61 (4): 449–475. doi: https://doi.org/10.17763/haer.61.4.a102265jl68rju84.
Section on webpage: Feminist Pedagogy – Online
Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Honoring diversity and lived experiences through intersectional approaches. Examining the “why” in addition to the “what”.
Annotation: Educator Kathleen Weiler deconstructs Western knowledge systems using a feminist lens. In this work she references Paulo Freire, a Brazilian educator and philosopher, who was a leading advocate of critical pedagogy. By using her feminist lens, she is able to add a bit more breadth to Freire’s pedagogy. Her critiques are broken down into three sections: questioning of authority, personal experience as a source of knowledge, and exploration of the perspectives of a wider range of demographics.

 

Feminist Pedagogy in Higher Education: Critical Theory and Practice

Author(s): Bondy, R. Light, T. P. & Nicholas, J.
Date: 2015
Publication: Wilfrid Laurier University Press
Citation: Bondy, R., Light, T. P., & Nicholas, J. (2015). Feminist Pedagogy in Higher Education: Critical Theory and Practice. Wilfrid Laurier University Press. https://www.wlupress.wlu.ca/Books/F/Feminist-Pedagogy-in-Higher-Education.
Section on webpage: Feminist Pedagogy – General
Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Examining the “why” in addition to the “what”.
Annotation: This book discusses the processes employed to engage learners by challenging them to ask tough questions and craft complex answers, wrestle with timely problems and posit innovative solutions, and grapple with ethical dilemmas for which they seek just resolutions. Diverse experiences, interests, and perspectives―together with the various teaching and learning styles that participants bring to twenty-first-century universities―necessitate inventive and evolving pedagogical approaches, and these are explored from a critical perspective. The contributors collectively consider the implications of the theory/practice divide, which remains central within academic feminism’s role as both a site of social and gender justice and as a part of the academy, and map out some of the ways in which academic feminism is located within the academy today.

 

Feminist Pedagogy: Looking Back to Move Forward

Author(s): Crabtree, R. Sapp, D. A. & Licona, A. C.
Date: 2009
Publication: The Johns Hopkins University Press
Citation: Crabtree, R., Sapp, D. A., & Licona, A. C. (2009). Feminist Pedagogy: Looking Back to Move Forward. The Johns Hopkins University Press. https://jhupbooks.press.jhu.edu/title/feminist-pedagogy.
Section on webpage: Feminist Pedagogy – General
Tenets: Promoting reflexivity. Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives. Examining the “why” in addition to the “what”.
Annotation: This collection of essays traces the evolution of feminist pedagogy over the past twenty years, exploring both its theoretical and its practical dimensions. Feminist pedagogy is defined as a set of epistemological assumptions, teaching strategies, approaches to content, classroom practices, and teacher-student relationships grounded in feminist theory. To apply this philosophy in the classroom, the editors maintain that feminist scholars must critically engage in dialogue and reflection about both what and how they teach, as well as how who they are affects how they teach. In identifying the themes and tensions within the field and in questioning why feminist pedagogy is particularly challenging in some educational environments, these articles illustrate how and why feminist theory is practiced in all kinds of classrooms. In exploring feminist pedagogy in all its complexities, the contributors identify the practical applications of feminist theory in teaching practices, classroom dynamics, and student-teacher relationships. This volume will help readers develop theoretically grounded classroom practices informed by the advice and experience of fellow practitioners and feminist scholars.

 

Twenty-First-Century Feminist Classrooms: Pedagogies of Identity and Difference

Author(s): MacDonald, A. & Sánchez-Casal, S.
Date: 2002
Publication: Palgrave Macmillan
Citation: MacDonald, A., & Sánchez-Casal, S. (2002). Twenty-First-Century Feminist Classrooms: Pedagogies of Identity and Difference. Palgrave Macmillan. https://www.palgrave.com/gp/book/9780312295349.
Section on webpage: Feminist Pedagogy – General
Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches.
Annotation: This book is centrally concerned with crucial theoretical and practical aspects of teaching in the national and global borderlands of gender, race, and sexuality studies. The cross-cultural feminist focus of this anthology allows the contributors to consider the various ways in which global and national frameworks intersect in the classroom and in students’ thinking, and also the ways in which power and authority are developed, directed, and deployed in the feminist classroom. This volume provides a critical elaboration of provocative, self-reflexive questions for feminist cultural and intellectual practice for the 21st century. In doing so, the volume provides a site for engaged feminist self-criticism for the specific purpose of reinvigorating a critical pedagogical practice grounded in multicultural feminist identities.

 

Teaching Feminist Activism: Strategies from the Field

Author(s): Naples, N. A. & Bojar, K.
Date: 2002
Publication: Routledge
Citation: Naples, N. A., & Bojar, K. (2002). Teaching Feminist Activism: Strategies from the Field. Routledge. https://www.routledge.com/Teaching-Feminist-Activism-Strategies-from-the-Field/Naples-Bojar/p/book/9780415931878.
Section on webpage: Feminist Pedagogy – General
Tenets: Connecting to the personal and to communities outside of academia. Building equity, trust, mutual respect, and support. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures.
Annotation: From theoretical analysis to practical teaching tools, an indispensable guide for educators seeking to link feminist theory and activism to their teaching. Included are web sites, videos, recommended texts, and additional course outlines.

 

“Why Faculty Members Need to Explain Feminist Pedagogy”

Author(s): Nowik, C.
Date: 2018
Publication: Inside Higher Ed
Citation: Nowik, C. (2018). “Why Faculty Members Need to Explain Feminist Pedagogy,” Inside Higher Ed. https://www.insidehighered.com/advice/2018/10/05/why-faculty-members-need-explain-feminist-pedagogy-opinion.
Section on webpage: Feminist Pedagogy – General
Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Examining the “why” in addition to the “what”.
Annotation: Discusses how feminist pedagogy drives Nowik’s decision making: “Three primary assumptions underpin my teaching: 1) that a power structure promoting agency and collective responsibility is the best environment for learning, 2) that community development is essential to individual growth and development in the writing classroom, and 3) that the development of good thinking is essential to liberty.”

 

Gendered Subjects: the Dynamics of Feminist Teaching

Author(s): Portuges, C. & Culley, M.
Date: 2014
Publication: Routledge
Citation: Portuges, C., & Culley, M. (2014). Gendered Subjects: the Dynamics of Feminist Teaching. Routledge. https://www.routledge.com/Gendered-Subjects-RLE-Feminist-Theory-The-Dynamics-of-Feminist-Teaching/Portuges-Culley/p/book/9780415754170.
Section on webpage: Feminist Pedagogy – General
Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives.
Annotation: Gendered Subjects combines a number of classic statements on feminist pedagogy from the 1970s with recent original essays making significant and original contributions to the field. As the new scholarship on women has changed the content and structure of knowledge in every field, so this collection aims to mirror this impact on feminist pedagogy, with articles ranging from broad theoretical perspectives on the realities of the classroom to international explorations on how race, gender and class, and political orientation inform feminist enquiry.

 

Using a Whiteboard. Teaching Online: Synchronous Classes

Author(s): Anderson, K. & Anderson, C.
Date:
Publication: LinkedIn Learning
Citation: Anderson, K. & Anderson, C. Using a Whiteboard. Teaching Online: Synchronous Classes. LinkedIn Learning. https://www.linkedin.com/learning/teaching-online-synchronous-classes/using-a-whiteboard?u=26106002.
Section on webpage: Active Learning and Student Engagement
Tenets: Building equity, trust, mutual respect, and support. Using technology intentionally to build communities and enhance learning.
Annotation:

 

Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom

Author(s): Baker, A. A. & Ryalls, E.
Date: 2014
Publication: Feminist Teacher
Citation: Baker, A. A., & Ryalls, E. (2014). Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom. Feminist Teacher, 25(1), 23–38. https://doi.org/10.5406/femteacher.25.1.0023
Section on webpage: Active Learning and Student Engagement
Tenets: Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning.
Annotation: An expansion upon the idea of a “classroom space,” this work argues in favor of including both online learning platforms as well as social media blogs into a student’s learning experience. The effectiveness of this is credited to the power dynamic shifts that are seen between students and instructors as a result of its increasing popularity. This work specifically focuses on how online learning has contributed to the feminist movement and development of a feminist pedagogy within institutions. It is argued that in order for an instructor’s work to be considered feminist that their material must reach beyond the classroom or the semester’s end which is facilitated by online learning as well as online platforms such as Facebook which students use more often and with more leisure. Overall, this work explores how the use of online projects in the gender studies classroom expands the bounds of feminist activism.

 

Distance Education: A Manifesto for Women’s Studies

Author(s): Briggs, L. & McBride, K. B.
Date: 2005
Publication: Rutgers University Press
Citation: Briggs, L. & McBride, K. B. (2005). Distance Education: A Manifesto for Women’s Studies. In E. L. Kennedy & A. Beins (Eds.), Women’s Studies for the Future: Foundations, Interrogations, Politics (pp. 314–25). Rutgers University Press. https://tulane.box.com/s/r9hp1xbbxren7sh1tkndwyxdp06hc8t4.
Section on webpage: Feminist Pedagogy – Online
Tenets: Connecting to the personal and to communities outside of academia. Building equity, trust, mutual respect, and support. Considering alternative histories and narratives. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation: In this chapter, the authors give strategies for making distance education more, “women friendly,” through the analysis of several models and examples of feminist pedagogies in the online classroom.