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SOME REFLECTIONS CONCERNING FEMINIST PEDAGOGY
Author(s) -
MCKENNA ERIN
Publication year - 1996
Publication title -
metaphilosophy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.475
H-Index - 35
eISSN - 1467-9973
pISSN - 0026-1068
DOI - 10.1111/j.1467-9973.1996.tb00873.x
Subject(s) - experimentalism , pedagogy , feminist pedagogy , sociology , assertiveness , critical pedagogy , process (computing) , psychology , feminism , epistemology , social psychology , gender studies , philosophy , computer science , operating system
This paper reflects on some of the risks and requirements of engagingin feminist pedagogy. Feminist pedagogy seeks to promote an interactive classroom, encourage a de‐centered approach to the teaching and learning process, and take differences seriously. Some of these practices may pose risks for the practitioner in an established academic environment where one may be expected to make “pobjective” judgments and assign grades without regard for difference; where pedagogy designed to encourage an interactive classroom may be taken as indicating lack of “expertise” which is often only recognized as such in authoritative assertiveness. If there is a backlash against critiques of the canon and experimentalism in pedagogy, can feminist pedagogy be a coherent practice in today's academic institutions?