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

Author: Grafiati

Published: 29 June 2021

Last updated: 29 July 2025

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1

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  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). 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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Epstein, Sarah Bernadette, Norah Hosken, and Sevi Vassos. "Creating space for critical feminist social work pedagogy." Aotearoa New Zealand Social Work 30, no. 3 (2018): 8–18. http://dx.doi.org/10.11157/anzswj-vol30iss3id489.

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INTRODUCTION: The practice and teaching of western social work is shaped within the institutional context of a predominately managerial higher education sector and neoliberal societal context that valorises the individual. Critical feminist social work educators face constraints and challenges when trying to imagine, co-construct, enact and improve ways to engage in the communal relationality of critical feminist pedagogy.APPROACH: In this article, the authors draw upon the literature and use a reflective, inductive approach to explore and analyse observations made about efforts to engage with

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Piunti, Juliana Cristina Perlotti. "Projeto de ensino feminista e dialógico: fundamentos teóricos e pedagógicos." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 8, no. 1 (2024): 4–14. http://dx.doi.org/10.29181/2594-6463-2024-v8-n1-p4-14.

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Projeto de ensino feminista e dialógico: fundamentos teóricos e pedagógicos ResumoEste artigo apresenta os fundamentos teóricos e pedagógicos do projeto de ensino “Estudos feministas: relações entre classe, raça e gênero” que foi realizado com estudantes de ensino médio, no contexto do ensino remoto emergencial em razão da pandemia da COVID-19. Para isso, apresenta o referencial teórico do projeto, o livro “Feminismo para os 99%: um Manifesto”, das autoras Arruzza, Bhattacharya e Fraser que apontam os limites da compreensão hegemônica de feminismo sob o neoliberalismo. Discute a metodologia do

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Dalgleish, Adam, Patrick Girard, and Maree Davies. "Critical Thinking, Bias and Feminist Philosophy: Building a Better Framework through Collaboration." Informal Logic 37, no. 4 (2017): 351–69. http://dx.doi.org/10.22329/il.v37i4.4794.

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In the late 20th century theorists within the radical feminist tradition such as Haraway (1988) highlighted the impossibility of separating knowledge from knowers, grounding firmly the idea that embodied bias can and does make its way into argument. Along a similar vein, Moulton (1983) exposed a gendered theme within critical thinking that casts the feminine as toxic ‘unreason’ and the ideal knower as distinctly masculine; framing critical thinking as a method of masculine knowers fighting off feminine ‘unreason’. Theorists such as Burrow (2010) have picked up upon this tradition, exploring th

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King, Rachael Scarborough. "Critical Pedagogy and Feminist Scholarship in the Archives." Huntington Library Quarterly 84, no. 1 (2021): 189–201. http://dx.doi.org/10.1353/hlq.2021.0020.

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Pabón, Jessica N., and Shanté Paradigm Smalls. "Critical intimacies: hip hop as queer feminist pedagogy." Women & Performance: a journal of feminist theory 24, no. 1 (2014): 1–7. http://dx.doi.org/10.1080/0740770x.2014.902650.

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Warren, Karen, and Alison Rheingold. "Feminist Pedagogy and Experiential Education: A Critical Look." Journal of Experiential Education 16, no. 3 (1993): 25–31. http://dx.doi.org/10.1177/105382599301600305.

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Mladenović, Ana. "Feminist Classrooms in Practice." Šolsko polje XXXI, no. 5-6 (2020): 67–82. http://dx.doi.org/10.32320/1581-6044.31(5-6)67-82.

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Feminist pedagogy is a way of thinking about teaching and learning that guides our choice of classroom practices (Shrewsbury, 1987). As such, it is used in different ways within and across disciplines. Feminist pedagogy offers a critical perspective on gender-related issues in everyday life and in the educational process and facilitates transformative teaching and learning situations characterised by alternative conceptions of power and power relations. This paper focuses primarily on the teaching and learning process, reflecting different aspects and elements of feminist pedagogy important in

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Luna, Esther, and María José Rubio-Martín. "The Contribution of Critical Pedagogy to Feminist Research on Sexual Violence." Social Sciences 11, no. 8 (2022): 328. http://dx.doi.org/10.3390/socsci11080328.

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As a form of scientific enquiry, feminist research aims to produce knowledge that is decentred from, as well as decentres, androcentrism. It also establishes challenges that send us back to methodology and how we produce knowledge. Feminist research on sexual violence proposes a number of methodological challenges that open new paths for exploration: integrating intersectionality into research; reflexivity as a criterion of rigour; the development of research techniques that respect the voices and practices of women as active agents; and the role of emotions in research. In order to analyse to

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Wenjun Xu. "Integrating Feminist Pedagogy with Digital Innovation in Advertising Art Design Programs in Chinese Higher Vocational and Technical Education." Journal of Information Systems Engineering and Management 10, no. 14s (2025): 427–38. https://doi.org/10.52783/jisem.v10i14s.2311.

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Background: Introducing feminist pedagogy and digital innovation in advertising art design into programs is a key factor in making creators socially responsible. However, China's rigid curricula for higher vocational education and prevailing cultural conservatism do not aid the implementation of feminist education practices. Aim: To understand how feminist pedagogy can be integrated with digital innovation in Chinese higher vocational and technical education's advertising art design program. Method: A survey method with 350 participants from students with advertising art design majors was incl

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Costa and Leong. "Introduction Critical Community Engagement: Feminist Pedagogy Meets Civic Engagement." Feminist Teacher 22, no. 3 (2012): 171. http://dx.doi.org/10.5406/femteacher.22.3.0171.

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Pennell, Joan, and Janice L. Ristock. "Feminist Links, Postmodern Interruptions: Critical Pedagogy and Social Work." Affilia 14, no. 4 (1999): 460–81. http://dx.doi.org/10.1177/08861099922093752.

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Drumm, Louise. "Book review: Feminist Critical Digital Pedagogy: An Open Book." Journal of Perspectives in Applied Academic Practice 11, no. 1 (2023): 50–51. http://dx.doi.org/10.56433/jpaap.v11i1.539.

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Cates, Rhiannon M., Mariah R. Madigan, and Vicki L. Reitenauer. "‘Locations of Possibility’: Critical perspectives on partnership." International Journal for Students as Partners 2, no. 1 (2018): 33–46. http://dx.doi.org/10.15173/ijsap.v2i1.3341.

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This article offers critical perspectives on collaborative partnerships and feminist teaching that revise paradigms of power, prioritize student agency, enrich curriculum and scholarship, and sustain empowered communities of learning that challenge institutional compartmentalization. The authors reflect on how co-created curriculum can catalyze new professional partnerships that in turn contribute to refreshed learning experiences and communities. This article presents evidence of how a partnership orientation effectively encompasses an ethic and practice of feminist teaching, posits a framewo

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Beaumont, Julia. "Rumors ≠ Gossip." Study & Scrutiny: Research on Young Adult Literature 7, no. 1 (2025): 1–30. https://doi.org/10.15763/issn.2376-5275.2025.7.1.1-30.

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The purpose of this critical content analysis (CCA) is to inquire into how gossip is portrayed in young adult (YA) novels, drawing from the theoretical frameworks of critical feminist pedagogy (hooks, 1994; Webb et al., 2002) and culturally sustaining literacy pedagogy (Alim & Paris, 2017). Depictions of gossip and rumor-spreading in 10 YA texts were compared and analyzed using the methods of CCA (Johnson et al., 2016). Using critical feminist theoretical coding, the overarching themes illuminated that the action of rumor-spreading is often mislabeled as gossiping, and productive, positive

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Siscawati, Mia. "Investigating Development of Feminist Pedagogy in Universities: Learning from Gender Studies, Universitas Indonesia." Jurnal Perempuan 21, no. 3 (2016): 251–64. http://dx.doi.org/10.34309/jp.v21i3.131.

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This paper explores the trajectory of feminist pedagogy development in higher education institution in Indonesia, especially in Gender Studies Graduate Program at Universitas Indonesia that manages the master degree program on gender studies since 1990. The development of feminist pedagogy in this higher education institutionis influenced by the commitment of the top leader(s), the support of lecturers representing multidisciplinary background, collaborations with other universities, as well as a close synergy between academics and activists. In presenting and discussing the development of fem

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Başak, Ovacık. "A THEORETICAL APPROACH TO GENDER STUDIES COURSE IN TERMS OF FEMINIST PEDAGOGY." RSUH/RGGU Bulletin. Series Philosophy. Social Studies. Art Studies, no. 1 (2022): 424–34. http://dx.doi.org/10.28995/2073-6401-2022-1-424-434.

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The article studies how feminist pedagogy in gender education is used to transform the mindset of students, their families and ultimately society. Brazilian theorist Paul Freire describes the oppressor-oppressed (discriminatory) relationship in society in the Pedagogy of the Oppressed. According to Freire, education is a direct political act and can transform society as well as a libertarian style of pedagogy where everyone speaks, expresses their opinions and attains their rights. In feminist pedagogy inspired by Freire, the structures and systems that sustain the discrimination against women

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Carrera-Fernández, María Victoria, and Renée DePalma. "Feminism will be trans-inclusive or it will not be: Why do two cis-hetero woman educators support transfeminism?" Sociological Review 68, no. 4 (2020): 745–62. http://dx.doi.org/10.1177/0038026120934686.

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As two cis-hetero woman feminist educators, we provide an educator’s perspective on trans-exclusionary radical feminist (TERF) discourses. We begin by discussing the heterosexual matrix and the gender violence that it produces in schools as well as other socializing institutions. The socially constructed sexual binary constrains identity production to adhere to the heteronormative, at the same time excluding those who transgress this normativity. We continue by reviewing how schools are particularly significant spaces for these early social interactions, but the social discourses enacted in ed

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El Ashamwi, Yvonne Pilar, Ma Eugenia Hernandez Sanchez, and Judith Flores Carmona. "Testimonialista Pedagogues: Testimonio Pedagogy in Critical Multicultural Education." International Journal of Multicultural Education 20, no. 1 (2018): 67. http://dx.doi.org/10.18251/ijme.v20i1.1524.

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Teacher educators employ a variety of approaches to multicultural education. This article describes how we have our students grapple with their positionalities, to socially locate themselves and then to question the how and why of what they learned by employing testimonio, a genre of qualitative research that has its epistemological roots in Chicana feminist thought, as pedagogy. We discuss how we use testimonio in our classes and how students can use the process of creating and sharing their testimonios to cultivate a multicultural education (MCE) perspective and begin crafting their own cult

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Scering, Grace E. Sikes. "Themes of a Critical/Feminist Pedagogy: Teacher Education for Democracy." Journal of Teacher Education 48, no. 1 (1997): 62–68. http://dx.doi.org/10.1177/0022487197048001009.

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Candraningrum, Dewi, and Anita Dhewy. "Feminist Pedagogy as Interruption of Domination: Case Studies of Graduate Studies KWG UI & IKG UIN Kalijaga." Jurnal Perempuan 21, no. 3 (2016): 333–43. http://dx.doi.org/10.34309/jp.v21i3.126.

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Feminist pedagogy explicitly documented equal and inclusive interactions that is aware of the existence of the other in the text and practice of knowledge. Feminist pedagogy is not a tool or collection strategy, but it is a philosophy which links the theory of teaching and learning that putting feminism in its central dynamics. It accepts to be appreciated, criticized, and fought as a form of knowledge dynamics. First, it did the work of resistance against hierarchy and domination. Second, it used the experience as a source of knowledge. Third, it made a transformation and realization in array

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Shah, Rita, and Kyle C. Kopko. "Feminist Pedagogy and the Socratic Method: Partners in the Classroom or a Disaster Waiting to Happen?" Higher Education Studies 6, no. 2 (2016): 39. http://dx.doi.org/10.5539/hes.v6n2p39.

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<p>This article presents a case study analyzing the relationship between the Socratic method and feminist pedagogy in a team-taught undergraduate classroom in the United States. Specifically, we analyze the feedback provided by our students to determine the ways in which the Socratic method conflicted with, but also complemented, feminist pedagogy. Data were collected through two online surveys and an in-class open-ended response. The results suggest that the Socratic method is compatible with feminist pedagogy as it improved critical thinking and consideration of diverse points of view.

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Conklin, Hilary Gehlbach. "Modeling Compassion in Critical, Justice-Oriented Teacher Education." Harvard Educational Review 78, no. 4 (2008): 652–74. http://dx.doi.org/10.17763/haer.78.4.j80j17683q870564.

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As the work of teacher education becomes increasingly focused on the challenges of helping mostly white, monolingual, middle-class prospective teachers become compassionate,successful teachers of racially, culturally, linguistically, economically, and academically diverse students, some teacher educators struggle to find compassion for the prospective teachers they teach. Motivated by this concern and drawing on feminist and Buddhist theories, Hilary Conklin argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers wil

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Arevalo, Jorge A. "Gendering Sustainability in Management Education: Research and Pedagogy as Space for Critical Engagement." Journal of Management Education 44, no. 6 (2020): 852–86. http://dx.doi.org/10.1177/1052562920946796.

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Gender issues have been well conceptualized in feminist organization studies. However, gender research has had limited practical effects, in part because it has not been well conceptualized in the sustainability in management education (SiME) scholarship; nor has it been adequately prioritized in management and business curricula. I argue that given the persistence of discrimination, segregation, sexual oppression, inequality, and lack of empowerment of women (to name a few . . . ), mandatory gender education is needed to equip management students as they enter diverse and equal opportunity wo

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Hoodfar, Homa. "Feminist Anthropology and Critical Pedagogy: The Anthropology of Classrooms' Excluded Voices." Canadian Journal of Education / Revue canadienne de l'éducation 17, no. 3 (1992): 303. http://dx.doi.org/10.2307/1495298.

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Hird, Myra J. "Theorising Student Identity as Fragmented: some implications for feminist critical pedagogy." British Journal of Sociology of Education 19, no. 4 (1998): 517–27. http://dx.doi.org/10.1080/0142569980190404.

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Gichuru, Margaret, Rhiannon Maton, Mechthild Nagel, and Lin Lin. "Engaging Children in Philosophical Inquiry through Picturebooks." Athens Journal of Education 11, no. 2 (2024): 129–42. http://dx.doi.org/10.30958/aje.11-2-3.

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Children’s picturebooks present meaningful opportunities for thinking through life’s important questions. In this article, the authors outline the process and benefits of using picturebooks to support philosophical inquiry amongst preschool and elementary aged children. We discuss how philosophical inquiry can promote critical thinking in children, considerations in the use of culturally responsive and abolitionist feminist curriculum and pedagogy in teaching philosophy, and we highlight the utility of multiple stakeholder collaboration for successful philosophical inquiry projects in schools.

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Minaker, Joanne. "Appreciating Ashley: Learning About and From the Life and Death of Ashley Smith through Feminist Pedagogy." Canadian Journal of Law and Society / Revue Canadienne Droit et Société 32, no. 02 (2017): 291–306. http://dx.doi.org/10.1017/cls.2017.15.

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Abstract Feminist scholars and advocates struggle with how to confront the over-criminalization of the most marginalized girls and women. One of the most troubling illustrations of gross injustice is what happened to Ashley Smith. The anniversary of Ashley Smith’s death is a catalyst for amplifying feminist voices. In this paper, I use the Ashley Smith case as a way to frame how I teach critical social justice issues concerning the criminalization of girls and women. My aim is to encourage critical conversations about pedagogy in feminist criminology and socio-legal studies aimed at ameliorati

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Lewis, Mel Michelle. "Intersex Justice Pedagogy." TSQ: Transgender Studies Quarterly 9, no. 2 (2022): 255–63. http://dx.doi.org/10.1215/23289252-9612921.

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Abstract This article coins the term Intersex Justice Pedagogy and outlines this practice as a decolonial and intersectional teaching and learning praxis that affirms bodily integrity and bodily autonomy as the practice of liberation for intersex people of color. The author examines the personal, political, and pedagogical exigency for a pedagogy that centers voices from overlapping and interlocking intersex, queer, trans, nonbinary, and feminist communities of color, and takes a critical approach to examining paradigms of power, sovereignty, and “the science of sex” in a social world. Using s

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Richardson, Leah, and Holly Dugan. "A Pedagogy of Possibility." Canadian Journal of Academic Librarianship 9 (December 19, 2023): 1–26. http://dx.doi.org/10.33137/cjal-rcbu.v9.40961.

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Using our work together on an upper-level undergraduate English course as an example, we illustrate that a just combination of librarian and faculty skills and labor, made visible to each other and to students, creates the conditions to enact a transformative student-centered pedagogical approach with special collections as a site of learning and activism. However, we first had to recognize, reflect on, and reject the power dynamics that pervade librarian-faculty collaboration. We will expound on our shared critique of power within the neoliberal corporatized academy that helped us get beyond

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Koseoglu, Suzan. "Access as pedagogy: A case for embracing feminist pedagogy in open and distance learning." Asian Journal of Distance Education 15, no. 1 (2020): 277–90. https://doi.org/10.5281/zenodo.3893260.

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While the mainstream discourse around Open and Distance Learning (ODL) center around standardization, scalability, efficiency, and cost-effectiveness, I return to a much more contextual and humane understanding of teaching and learning in ODL through feminist pedagogy. I begin my inquiry by discussing women students’ experiences through the notion of <em>access as pedagogy</em>, which challenges disembodied views of online learners and learning, and a view of access to resources as an opportunity for equity. Issues with gender are the focal point in my discussions; however, I view femini

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Markula, Pirkko. "Affect[ing] Bodies." International Review of Qualitative Research 1, no. 3 (2008): 381–408. http://dx.doi.org/10.1525/irqr.2008.1.3.381.

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This paper argues for a performative methodology that uses body's affect to create change in the current subjectivation to femininity. It locates this discussion into a context of fitness instruction to explore how a researcher can assume a role of a public intellectual through performative pedagogy. It is divided into four parts. The first part examines how critical pedagogy has been utilized previously within physical cultural studies to find ways to further understand how physical activity can be used for purposes of social change. The second part focuses on how physical education can infor

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Meyer, Elizabeth J. "A Feminist Reframing of Bullying and Harassment: Transforming schools through critical pedagogy." Articles 43, no. 1 (2008): 33–48. http://dx.doi.org/10.7202/019572ar.

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AbstractThis article aims to reformulate existing understandings of bullying behaviours in secondary schools, by applying a critical feminist lens to patterns of verbal and psychological harassment among students. Through this understanding, educators may better understand the causes of (hetero)sexist, transphobic, and homophobic behaviours. With a more complex awareness of these power relations, teachers, teacher educators, and educational leadership scholars will be offered critical approaches to help them transform the oppressive cultures of schools.

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Mackie, Ardiss. "Race and Desire: Toward Critical Literacies for ESL." TESL Canada Journal 20, no. 2 (2003): 23. http://dx.doi.org/10.18806/tesl.v20i2.946.

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This article examines the complexities of race and teaching identity and their coupling with desire. The author contributes to a theory of critical literacies for ESL by questioning the construction of whiteness as it relates to ESL. She draws on a cross-disciplinary bibliography of critical pedagogy, cultural, and feminist studies. She suggests that an interesting paradox in critical literacy is the simultaneous breaking down of binary identities while continuing to offer up a socially transformative curriculum.

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Abarca, Meredith E., Ishita Dey, Anna Romina Guevarra, Dolly Kikon, and Debarati Sen. "Decentering Food Pedagogies." Gastronomica: The Journal of Food and Culture 24, no. 3 (2024): 8–18. http://dx.doi.org/10.1525/gfc.2024.24.3.8.

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In this collaborative essay, five gastrofeminists from various disciplines, mainly literature, anthropology, sociology, ethnic studies, and diverse locations of Global South and Global North, share four collaborative experiments built around two axioms: to integrate experiences of students as gendered and racialized subjects in their experiential learning irrespective of disciplinary boundaries, and to integrate critical feminist scholarship that destabilizes ethnocentric notions around consumption, production, and distribution of food. Through the four collaborative experiments: students’ foo

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Fagan, G. Honor. "Local Struggles: Women in the Home and Critical Feminist Pedagogy in Ireland." Journal of Education 173, no. 1 (1991): 65–75. http://dx.doi.org/10.1177/002205749117300102.

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Sheth, Manali J., and Jason D. Salisbury. "“School’s a Lie”: Toward Critical Race Intersectional Pedagogy for Youth Intellectual Activism in Policy Partnerships." Educational Policy 36, no. 1 (2021): 100–141. http://dx.doi.org/10.1177/08959048211059478.

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Equity-oriented school improvement driven by neoliberal policies focuses attention on a narrow range of inequities. Such policies fail to achieve substantive transformations that address educational constraints experienced by multiply-marginalized youth of color. We engage a critical race and intersectional feminist examination of our pedagogy in a youth voice initiative designed to facilitate multiply-marginalized youth of color participation in district policy partnership. Our analysis presents practices that were consequential for supporting youth intellectual activism in policy conversatio

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Aronson, Brittany A., Racheal Banda, Ashley Johnson, et al. "The Social Justice Teaching Collaborative: A Collective Turn Towards Critical Teacher Education." Journal of Curriculum Studies Research 2, no. 2 (2020): 21–39. http://dx.doi.org/10.46303/jcsr.2020.8.

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In this article, we share the collaborative curricular work of an interdisciplinary Social Justice Teaching Collaborative (SJTC) from a PWI university. Members of the SJTC worked strategically to center social justice across required courses pre-service teachers are required to take: Introduction to Education, Sociocultural Studies in Education, and Inclusive Education. We share our conceptualization of social justice and guiding theoretical frameworks that have shaped our pedagogy and curriculum. These frameworks include democratic education, critical pedagogy, critical race theory, critical

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Rabbiosi, Chiara. "Video-Making as a Mobilities Pedagogy." Transfers 13, no. 3 (2023): 60–75. http://dx.doi.org/10.3167/trans.2023.130306.

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Abstract This article adopts an “engaged pedagogy” inspired by feminist thinking to revisit reflections concerning inquiries undertaken into mobilities that incorporate video-making. Moving from a human geographic perspective, the article focuses on several aspects developed in the course unit the author teaches on space, place, and mobility. In the proposed pedagogy, video-making allows learners to focus on mobilities as central to our understanding of contemporary social and spatial dynamics, as well as raising awareness of mobile spatial embodiments and their critical entanglement with ordi

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Clover, Darlene, Nancy Taber, and Kathy Sanford. "Dripping pink and blue." Andragoška spoznanja 24, no. 3 (2018): 11–28. http://dx.doi.org/10.4312/as.24.3.11-28.

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In response to calls by feminist cultural theorists to develop means to unmask patriarchy, the system of power that lies at the heart of museums that maintain problematic hierarchical binaries of masculinity and femininity, we designed the Feminist Museum Hack. The Hack draws on theories of representation, feminist critical discourse analysis and visual methodologies/literacy to operate as a critical and creative practice that can be adapted to any museum context. The primary aim of the Hack – a methodology and pedagogy – is to provide a lens through which adults can see the unseen of patriarc

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Jones, Cara E. "Transforming Classroom Norms as Social Change: Pairing Embodied Exercises with Collaborative Participation in the WGS Classroom (with Syllabus)." Radical Teacher 107 (February 2, 2017): 14–31. http://dx.doi.org/10.5195/rt.2017.322.

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This article explores tensions between critical feminist pedagogy and the neoliberal corporate university, asking how engaging the body and redistributing student agency highlights larger questions of power that haunt the academy as a whole. Including specific embodied exercises used in WGS classrooms, this essay argues that as students and professors engage within an increasingly corporate university system, embodied activities that incorporate the body as a site of learning and critical analysis can access situated knowledges while projects that de-center power and responsibility are viewed

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