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.
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