Implementing Feminist Language Pedagogy

Development of Students’ Critical Consciousness and L2 Writing

Bibliographic Data

ID22043258
AuthorsHayley Anne Cannizzo (University of Hawaiʻi at Mānoa, corresponding author)
Year2021
Volume11
Issue8
Pages393
Publication date2021-08-02
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci11080393
OpenAlexW3189044412
LanguageEN
Citations received4
References cited24

Feminist pedagogy is a teaching practice, philosophy and process that seeks to confront and deconstruct oppressive power structures both within and outside of the classroom using a gendered lens. As Women’s Studies departments continue to grow in many universities, feminist pedagogy seems to be gaining popularity as an approach to engaging students in liberatory classroom practices. However, feminist language pedagogy (feminist pedagogy in the second language learning context) appears to have stagnated. This paper investigates the implementation of feminist language pedagogy in an EAP writing classroom for first-year students at a public university in the Southwest of the United States. Using action research, the teacher, who is the author of this paper, examined how feminist language pedagogy aids the development of her students’ critical consciousness and serves as a motivational tool for L2 writing development. The author finds that even in a short, sixteen-week semester, it is possible for students to foster critical consciousness without sacrificing linguistic development

Action research · Consciousness · Critical consciousness · Critical pedagogy · Feminism · Feminist pedagogy · Feminist philosophy · Pedagogy · Popularity · Sociology · Discourse Analysis in Language Studies · Gender Studies · Gender Studies in Language · Psychology · Social Psychology · Teacher Education and Leadership Studies

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