ERIC Number: ED327502
Record Type: RIE
Publication Date: 1989-Jun
Reference Count: N/A
A Practical Assessment of Feminist Pedagogy. A Research Report.
Davis, Fran; And Others
Feminist pedagogy is characterized by a sustained effort to acknowledge the dialectical relationship between the learner and that which is to be learned. In a feminist classroom the teacher insists upon the integration of personal experience and affective response with subject matter, discourages students from being passive recipients of knowledge, and works to create a learner-centered and learner-active environment. The hypothesis of this research project was that one semester of exposure to feminist pedagogical practices could improve, in a quantitatively demonstrable way, the self-esteem of female students, their interest in and liking for the subject matter, and their willingness to continue in higher education. The participants were 20 postsecondary teachers and students of sociology, physics, French and English language and literature, computer science, and early childhood education. The overall objectives of the feminist pedagogy was to empower the students as active participants in the learning process, to incorporate a learning method more comfortable for female students, and to help students integrate learned materials into their own thought processes. The pedagogical practices included self-disclosure (interviews and journals), peer support partnerships, writing-to-learn strategies, and collaborative course units. Although the hypothesis of the study was not proven, qualitative data in the form of interviews with the participating teachers and analysis of their records of pedagogical intervention in the experimental classes strongly suggest that there were improvements in a number of areas which bear upon the original hypothesis. Appendixes include letters, tests, and explanations of qualitative measures used in the project. (JD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Feminist Pedagogy; Quebec
Note: Appendixes may not reproduce clearly because of broken type.