Critical Feminist Pedagogy in English Language Education

An Action Research Project on the Implementation of Feminist Views in a German Secondary School

Bibliographic Data

ID10817315
AuthorsKimberly Granger (0009-0000-1451-4983, School of Humanities, English Language Education University of Wuppertal Wuppertal Germany), David Gerlach (0000-0003-1112-9881, School of Humanities, English Language Education University of Wuppertal Wuppertal Germany, corresponding author)
Year2024
Volume58
Issue2
Pages954-977
Publication date2024-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTESOL Quarterly (JOURNAL)
Journal identifiersISSN: 0039-8322 • E-ISSN: 1545-7249
PublisherWiley (PUBLISHER • GB)
DOI10.1002/tesq.3272
OpenAlexW4388459525
LanguageEN
Citations received6
References cited30

Based on an action research project, this paper provides innovative teaching approaches for ELT to ensure gender equality through critical pedagogy. The qualitative study focuses on the reconstruction of students' perceptions through the analysis of group/peer talk allowing for the display of changing viewpoints after having dealt with feminist issues in class. Given the still limited representation of multiple individuals not only in society but also in secondary ELT coursebooks, critical educational practices have been concerned with the transformation of exclusionary schooling practices for the purpose of ensuring a just and equal future. Critical language education has been known to promote students' autonomy and sense of responsibility when it comes to the abolition of oppression and marginalization. Likewise, feminist approaches have the goal of fostering feminist principles and ethics of gender equality. The study, conducted in a German secondary school, reveals that the majority of learners welcome an exploration of feminist matters in the ELT classroom, because they recognize the significant connection between language learning and the exploration of societal issues. The implementation of critical and feminist ethics helped students become aware of prevailing gender inequalities; and their willingness for societal transformation highlights a visible increase in learner autonomy

Action research · Autonomy · Critical pedagogy · Feminism · Feminist pedagogy · German · Linguistics · Oppression · Pedagogy · Political science · Sociology · Viewpoints · Gender Studies · Gender Studies in Language · Law · Second Language Learning and Teaching · Teacher Education and Leadership Studies

Tools

Open DOIOpen Access