Feminist pedagogy through the small fieldnote

2021 ◽  
Author(s):  
Tarini Bedi ◽  
Aditi Aggarwal ◽  
Josephine Chaet ◽  
Lakshita Malik
Keyword(s):  
Feminist Pedagogy

Feminist Pedagogy, Interdisciplinary Praxis, and Science Education

NWSA Journal ◽  
1997 ◽  
Vol 9 (1) ◽  
pp. 57-75 ◽  
Author(s):  
Maralee Mayberry ◽  
Margaret N. Rees
Keyword(s):  
Science Education ◽  
Feminist Pedagogy

scholarly journals Knitting as an Aesthetic of Civic Engagement: Re-conceptualizing Feminist Pedagogy through Touch

2010 ◽  
Vol 20 (2) ◽  
pp. 111-123 ◽  
Author(s):  
Stephanie Springgay
Keyword(s):  
Civic Engagement ◽  
Feminist Pedagogy

Feminist pedagogy and medical education: why not now?

2012 ◽  
Vol 47 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Anna MacLeod ◽  
Blye Frank
Keyword(s):  
Medical Education ◽  
Feminist Pedagogy

Toward a Richer Theory of Feminist Pedagogy: A Comparison of “Liberation” and “Gender” Models for Teaching and Learning

1987 ◽  
Vol 169 (3) ◽  
pp. 91-100 ◽  
Author(s):  
Frances A. Maher
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Strong Influence ◽  
Feminist Pedagogy ◽  
Women's Development ◽  
Conventional Teaching ◽  
Liberation Pedagogy ◽  
Feminist Theories ◽  
And Gender ◽  
Contemporary Education

This essay articulates two distinct sources for the set of teaching practices that have come to be called “feminist pedagogy.” The separate contributions of liberation pedagogy and of feminist theories of women's development are described. It is argued that neither approach taken by itself is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will have a strong influence on contemporary education.

scholarly journals Bridging: Feminist Pedagogy and Art Education

2010 ◽  
Vol 36 (1) ◽  
pp. 68
Author(s):  
Caryl Rae Church
Keyword(s):  
Art Education ◽  
Feminist Pedagogy

scholarly journals Feminist Pedagogy and the South African Curriculum: The case of Women and Food Security

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Teresa Dirsuweit
Keyword(s):  
Food Security ◽  
Gender Equality ◽  
South African ◽  
Food Studies ◽  
Feminist Pedagogy ◽  
Policy Statement ◽  
The South ◽  
Shock Absorbers ◽  
Working Class Women ◽  
Positive Representations

There is a food security crisis in South Africa and black working-class women are the shock absorbers of this crisis. It follows that where food studies are included in the South African curriculum, the relationship between women and food security should be understood and critiqued by learners. Improvements in gender equality have also been identified as one of the primary drivers of improvements in food security. In this paper, the South African curriculum is analysed in terms of food studies, gender studies and the promotion of gender equality. Using the lens of feminist pedagogy, a set of qualitative indicators were developed to assess the content and praxis of the curriculum. While there is content which deals with gender and with food, these are presented separately. In the Geography and Agriculture curricula, there is a marked lack of focus on gender concerns. This article concludes that the curriculum could be reoriented to include an awareness and critique of the nexus of women and food and that more positive representations of women as active and powerful agents are needed in the South African Curriculum Assessment Policy Statement (CAPS).

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