A feminist teacher’s account of her attempts to achieve the goals of feminist pedagogy

Datos Bibliográficos

ID12232159
AutoresGeraldine McCusker (Manchester Metropolitan University, Manchester, UK, autor de correspondencia)
Año2017
Volumen29
Número4
Páginas445-460
Fecha de publicación2017-02-20
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaGender and Education (JOURNAL)
Identificadores de la revistaISSN: 0954-0253 • E-ISSN: 1360-0516
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09540253.2017.1290220
OpenAlexW2591001598
IdiomaEN
Citas recibidas36
Referencias citadas60

This paper aims to interrogate some of the processes and tensions I faced in establishing a feminist space in a higher education institution in the UK context. The students I worked with needed to develop an understanding of social justice concepts such as anti-discrimination and anti-oppression in order to progress from their undergraduate studies to a postgraduate professional qualification in social work. It was my contention that a feminist lens could support this understanding. The feminist space we established was informed by work in the field of feminist pedagogy, which supports the development of critical thinking that goes beyond the immediate learning context. Feminist pedagogy brings many rewards but also challenges and tensions, some of which I will explore in the paper. I will focus here on my efforts to establish and maintain this space, discussing what was achieved, and exploring the tensions involved when doing this in a neoliberal context, which as a depoliticised context, is a challenge to, and is challenged by, critical perspectives such as feminism

Context (archaeology · Critical pedagogy · Feminism · Feminist pedagogy · Feminist philosophy · Institution · Oppression · Pedagogy · Political science · Politics · Social science · Sociology · Adult and Continuing Education Topics · Critical and Liberation Pedagogy · Gender Studies · Law · Social Work Education and Practice