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ERIC Number: ED347542
Record Type: RIE
Publication Date: 1992-Mar
Pages: 17
Abstractor: N/A
Reference Count: N/A
Connection, Trust, and Social Responsibility: A Feminist Pedagogy.
Graham, Kathryn
The polarity of gender is perhaps the most important shaping force in the nineties in the growth and change of education and educational theory. Many critics have argued that there is a masculine bias at the heart of most academic disciplines and methodologies. Feminist approaches, conversely, are viewed as intuitive, expressive, and unscientific. In composition pedagogy, feminist approaches are most concerned with community and process, unlike more scientific, and thus more masculine, methods. The traditional, masculinist approach presents a model of writing as product, which is inherently authoritarian. Such a model draws upon a male model of intellectual development whereby students are empty vessels waiting to be filled with true knowledge, rather than active participants in discovery and learning. This model, however, encourages "separate" knowing, which is learning how to think in order to win the academic game, and different from true understanding. The "connected" teacher, conversely, shares openly her struggles, successes, and failures in writing, allowing students to see the imperfections and botched attempts. Such a feminist, or "mid-wife," teacher stresses experience as a basic part of learning and strives to establish a community of writers. Another common format of feminist pedagogy is peer-group work. One freshman student's altered response after engaging in group discussion illustrates the positive effects of feminist methods. The feminist/midwife model, based on trust, cooperation, and social responsibility, will best serve the global community of the coming years. (Twenty-two references are attached.) (HB)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Feminist Pedagogy
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992).