Relevant bibliographies by topics / Feminist and norm-critical pedagogy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Feminist and norm-critical pedagogy'

Author: Grafiati
Published: 29 June 2021
Last updated: 29 July 2025

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Journal articles on the topic "Feminist and norm-critical pedagogy"

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Katsiampoura, Gianna. "From Critical Feminist Theory to Critical Feminist Revolutionary Pedagogy." Advances in Applied Sociology 14, no. 04 (2024): 175–85. http://dx.doi.org/10.4236/aasoci.2024.144012.

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Yates, Lyn. "Feminist Pedagogy Meets Critical Pedagogy Meets Poststructuralism." British Journal of Sociology of Education 15, no. 3 (1994): 429–37. http://dx.doi.org/10.1080/0142569940150309.

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Kirsch, Gesa E., Carmen Luke, Jennifer Gore, Sue Middleton, and Magda Gere Lewis. "Feminist Critical Pedagogy and Composition." College English 57, no. 6 (1995): 723. http://dx.doi.org/10.2307/378579.

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Cannizzo, Hayley Anne. "Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing." Education Sciences 11, no. 8 (2021): 393. http://dx.doi.org/10.3390/educsci11080393.

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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
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Kirsch, Gesa E. "Review: Feminist Critical Pedagogy and Composition." College English 57, no. 6 (1995): 723–29. http://dx.doi.org/10.58680/ce19959107.

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Ms., Sheeba Varghese. "Empowering Girls: The Role of Feminist Pedagogy in Transforming Education." Annual International Journal of Vaikunta Baliga College of Law (AIJVBCL) 2 (April 30, 2025): 102–23. https://doi.org/10.5281/zenodo.15312617.

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<em>This paper addresses the substantial connection between feminism and education, highlighting the role that feminist pedagogy plays in promoting gender equality and empowering females in the classroom. In order to establish a more inclusive and equitable learning environment, it is important to highlight the transformational potential of feminist pedagogy and its significant influence on redefining educational norms, policies, and practices. The chapter begins by describing the historical background of gender inequality in education, emphasizing the preconceptions and structural obstacles t
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Mitra, Durba. "Sisterhood Is X: On Feminist Solidarity Then and Now." South Atlantic Quarterly 122, no. 3 (2023): 431–52. http://dx.doi.org/10.1215/00382876-10643959.

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In the 1970s and 1980s, sisterhood became a critical concept in the making of internationalist feminisms built on an infrastructure of women's movements, international organizations, and postcolonial states. Perhaps most famously, radical feminist Robin Morgan declared over three anthologies and three decades that sisterhood is, in the present tense, powerful (1970), global (1984), and forever (2003). It was envisioned differently by women of color and Third World feminists who saw sisterhood as a critical praxis of survival in the face of authoritarianism. Today, the moral invocation of siste
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Grissom-Broughton, Paula A. "A matter of race and gender: An examination of an undergraduate music program through the lens of feminist pedagogy and Black feminist pedagogy." Research Studies in Music Education 42, no. 2 (2019): 160–76. http://dx.doi.org/10.1177/1321103x19863250.

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Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. This study examines ways feminist pedagogy and Black feminist pedago
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Ramos, Fabiane, and Laura Roberts. "Wonder as Feminist Pedagogy: Disrupting Feminist Complicity with Coloniality." Feminist Review 128, no. 1 (2021): 28–43. http://dx.doi.org/10.1177/01417789211013702.

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This article documents our collaborative ongoing struggle to disrupt the reproduction of the coloniality of knowledge in the teaching of Gender Studies. We document how our decolonial feminist activism is actualised in our pedagogy, which is guided by feminist interpretations of ‘wonder’ (Irigaray, 1999; Ahmed, 2004; hooks, 2010) read alongside decolonial theory, including that of Ramón Grosfoguel, Walter D. Mignolo and María Lugones. Using notions of wonder as pedagogy, we attempt to create spaces in our classrooms where critical self-reflection and critical intellectual and embodied engageme
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Kingsland, Emily. "Undercover Feminist Pedagogy in Information Literacy: A Literature Review." Evidence Based Library and Information Practice 15, no. 1 (2020): 126–41. http://dx.doi.org/10.18438/eblip29636.

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Abstract &#x0D; Objective – Feminist pedagogy in library instruction presents a new approach to actively engaging students in the research process. While feminist pedagogy in universities found early adoption in the 1970s, it is a newer phenomenon in library instruction, finding its early roots in works by Ladenson (2010), Accardi (2010), and Accardi and Vukovic (2013).&#x0D; By fostering active engagement and critical thinking skills, feminist library instruction sessions encourage students to question authority, actively participate in the knowledge production process, and become aware of th
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Dissertations / Theses on the topic "Feminist and norm-critical pedagogy"

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Åkesson, Emilia. "Affectivity in the classroom : A contribution to a feminist corpomaterial intersectional pedagogy." Thesis, Linköpings universitet, Tema Genus, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107163.

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In this study I aim to contribute to the field of feminist corpomaterial intersectional pedagogies, which I understand as a part of the broader field of feminist postconstructionist pedagogies. Against the background of feminist postconstructionism I wish to overcome binary understandings of for example discourse/materiality, theory/practice, male/female and mind/body in pedagogies. To follow this through I have analysed how affects and emotions are present in a classroom by studying the possibility of taking a starting point in the body while rethinking the anti-oppressive and norm critical p
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Matzke, Aurora. "Distributed (Un)Certainty: Critical Pedagogy, Wise Crowds, and Feminist Disruption." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1322325613.

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Gilbert, Melissa Kesler. "Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1814.

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Thesis advisor: Sharlene Hesse-Biber<br>Service-learning is an experiential form of education that moves students outside of the walls of academe to meet community-identified needs through the application and renegotiation of a set of theoretical and methodological skills. It is simultaneously a teaching strategy, an epistemological framework, and an educational reform movement. This research takes the form of multi-methodological case studies of service-learning classrooms and service-learning partnerships, examining the translation of feminist pedagogy to the service-learning experience. The
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Ramalho, Tania. "Towards a feminist pedagogy of empowerment : the male and female voices in critical theory /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495487.

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Terzoglou, Effrosyni (Froso). "Sex Education 101 : Constructing Gender, Sexuality, and the Body in the Revised Swedish High School Curriculum. An Intersectional Critique." Thesis, Linköpings universitet, Institutionen för tema, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177282.

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In February 2021 the Swedish government announced the revision of curricula in every educational level, to correspond to the Sexuality, Consent and Relationships knowledge field. The purpose of this research is to explore the ways the Swedish high school curriculum, with the support of Skolverket’s webpage, has integrated notions of a) gender and sexuality, b) body in connection to sexuality and c) ethnicity, concerning students. This paper begins with the historical context of sex education in Sweden, reaching the current situation. Then, with a Critical Discourse Analysis (CDA) approach, it
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Kuykendall, Sue A. Morgan William Woodrow Strickland Ron L. "The subject of feminist literary practices radical pedagogical alternatives (teaching subjects/reading novels) /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411040.

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Thesis (D.A.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 23, 2006. Dissertation Committee: William Morgan, Ronald Strickland (co-chairs), Victoria Harris, Thomas Foster, Anne Rosenthal. Includes bibliographical references (leaves 228-242) and abstract. Also available in print.
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Brimmer, Allison. "Investigating affective dimensions of whiteness in the cultural studies writing classroom toward a critical, feminist, anti-racist pedagogy /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001226.

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Sosa-Provencio, Mia Angelica. "Cultural armor and living in the crossroads| Surviving and thriving through a Mexicana/mestiza critical feminist ethic of care." Thesis, New Mexico State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3582402.

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<p> Mexican/Mexican-Americans are native to this continent on both sides of the U.S./Mexico Border and while projections show a 300% population increase by 2050, the struggle for equity and educational access persist. This Chicana Critical Feminist <i>Testimonio</i> reveals a Mexican/Mexican-American Ethic of Care which creates schooling spaces in which Mexican/Mexican-American students find healing, dignity, and academic preparation necessary to build hopeful futures for themselves and their families.</p><p> This research reveals curriculum and pedagogy that embody a Mexican and Mexican-Ame
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com, wendyduggie@btinternet, and Wendy Anne Lowe. "Health and 'I': An analysis of curricular phenomena in health professional education through the focus of critical pedagogy." Murdoch University, 2010. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100513.114004.

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The education of health professionals is based on a series of discourses of professionalism that privilege notions of control and choice (Riggs, 2004a; Titchen and Higgs, 2001). These discourses are expressed through both explicit and implicit curricula, which encourage the enactment of a particular construction of the 'self' of both health professionals and clients or patients. This thesis adopts a feminist poststructural analysis of relations of power to explore some of the effects of the enactment of these curricula, drawing on three case studies of education in rural health settings and in
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Lukkarila, Lauren. "Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/22.

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Although many aspects of English as a second language (ESL) academic writing instruction have been well researched, Leki, Cumming, and Silva (2008) note that, "There have been surprisingly few research-based descriptions of L2 writing classroom instruction" (p. 80). Although research related to the use of critical and feminist pedagogy in ESL is increasing, Kumaradivelu (2006) notices that it is still not clear how the critical awakening “…has actually changed the practice of everyday teaching and teacher preparation” (p. 76). The purpose of this study was to provide an individual response to
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Books on the topic "Feminist and norm-critical pedagogy"

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Carmen, Luke, and Gore Jennifer 1959-, eds. Feminisms and critical pedagogy. Routledge, 1992.

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Wooten, Kelly. Critical / Feminist Pedagogies for Librarians. The author, 2015.

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Brady, Jeanne. Schooling young children: A feminist pedagogy for liberatory learning. State University of New York Press, 1995.

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Indian Institute of Advanced Study, ed. Thinking gender, doing gender: Feminist scholarship and practice today. Orient BlackSwan, 2016.

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Gore, Jennifer. The struggle for pedagogies: Critical and feminist discourses as regimes of truth. Routledge, 1993.

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Ziv, Haggith Gor. Pedagogyah biḳortit-feminisṭit ṿe-ḥinukh le-tarbut shel shalom: Critical feminist pedagogy and education for a culture of peace. Mekhon Mofet, 2013.

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1952-, Shapiro Sherry B., ed. Dance, power, and difference: Critical and feminist perspectives on dance education. Human Kinetics, 1998.

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Jones, Rachel Bailey. Postcolonial representations of women: Critical issues for education. Springer, 2011.

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Himani, Bannerji, ed. Unsettling relations: The university as a site of feminist struggles. South End Press, 1992.

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Carmen, Luke, ed. Feminisms and pedagogies of everyday life. State University of New York Press, 1996.

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Book chapters on the topic "Feminist and norm-critical pedagogy"

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Paludi, Michele A. "Feminist Pedagogy." In Encyclopedia of Critical Psychology. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_110.

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English, Leona M., and Catherine J. Irving. "Critical Feminist Pedagogy." In Feminism in Community. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-202-8_8.

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Ziv, Haggith Gor. "Feminist Critical Pedagogy." In The SAGE Handbook of Critical Pedagogies. SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526486455.n72.

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Watkins, Emma, and Stacy Wolf. "Feminist musical theatre pedagogy." In Teaching Critical Performance Theory. Routledge, 2020. http://dx.doi.org/10.4324/9780367809966-4.

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Weiler, Kathleen. "Feminist Analyses of Gender and Schooling." In The Critical Pedagogy Reader, 4th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003286080-22.

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Trethewey, Angela. "Critical Organizational Communication Theory, Feminist Research Methods, and Service-Learning: Praxis as Pedagogy." In Voices of Strong Democracy. Routledge, 2023. http://dx.doi.org/10.4324/9781003448617-18.

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Irvin, Amanda L. "The Female “Confidence Gap” and Feminist Pedagogy: Gender Dynamics in the Active, Engaged Classroom." In Critical Approaches to Women and Gender in Higher Education. Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59285-9_12.

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Strachan, J. Cherie. "Embedding Feminist Pedagogy in Political Science Research Design with Reflections on Critical Theory and the Social Construction of Reality." In The Palgrave Handbook of Political Research Pedagogy. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76955-0_19.

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Carruthers, Jean. "How Critical Performance Pedagogy Reinvigorates Feminist Social Work in the Context of Gendered Violence." In Reframing Trauma Through Social Justice. Routledge, 2024. http://dx.doi.org/10.4324/9781003379591-19.

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Busse, Erika, Meghan Krausch, and Wenjie Liao. "How the “Neutral” University Makes Critical Feminist Pedagogy Impossible: Intersectional Analysis from Marginalized Faculty on Three Campuses." In Intersectional Experiences and Marginalized Voices. Routledge, 2023. http://dx.doi.org/10.4324/9781032696638-3.

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Reports on the topic "Feminist and norm-critical pedagogy"

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Venkateswaran, Nitya, Jay Feldman, Stephanie Hawkins, et al. Bringing an Equity-Centered Framework to Research: Transforming the Researcher, Research Content, and Practice of Research. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0085.2301.

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Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International’s framework for conducting equity-centered transformative research highlights
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