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Teaching Negotiation with a Feminist Perspective
Author(s) -
Landry Elaine M.,
Donnellon Anne
Publication year - 1999
Publication title -
negotiation journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.238
H-Index - 32
eISSN - 1571-9979
pISSN - 0748-4526
DOI - 10.1111/j.1571-9979.1999.tb00177.x
Subject(s) - negotiation , normative , perspective (graphical) , value (mathematics) , sociology , feminist philosophy , pedagogy , frontier , psychology , computer science , political science , gender studies , law , social science , artificial intelligence , machine learning
Negotiation teachers encourage their students to be inventive, improve agreements, and push outward on the “pareto” frontier. Likewise, teachers can improve their practice by seeking value, sometimes in other disciplines. In general, negotiation is taught through a combination of lectures with simulation exercises and debriefings. Feminist pedagogy enhances this normative model of teaching negotiation. This article links the traditional method of teaching negotiation with four key principles of feminist pedagogy.