ERIC Number: ED348115
Record Type: RIE
Publication Date: 1992-May
Reference Count: 0
Gender Fairness in the Classroom: Theory and Praxis.
Davis, Fran; Nemiroff, Greta Hofmann
Both Women's Studies courses and the mainstreaming of Women's Studies material within the regular disciplines are essential pedagogical strategies for making curriculum responsive to the gendered context of schools, but it is also important to formulate a gender-fair model of education. After explaining the need for and benefits of gender-fair education, this paper presents criteria for gender-fair epistemology, curriculum, and pedagogy through examining and critiquing five learning models and presenting examples of feminist pedagogy appropriate to the gender-fair classroom. The objectives of gender-fair education are defined as seeking to enable students to develop a critical perspective toward all knowledge, and to empower all students to become equal and active participants in this critical educational process. The five pedagogical models critiqued are: (1) "Talking Head" pedagogy, which seeks to reproduce the common wisdom of established knowledge; (2) "Humanistic Education," in which learners and teachers interact to produce knowledge; (3) "Critical Pedagogy," in which teachers and learners produce knowledge through a collective examination of their socio-economic situations; (4) "Early Feminist Pedagogy," which emphasizes the collective production of knowledge, focusing on gender and sexism as universals; and (5) "Critical Humanism," which combines the thinking of humanists, critical pedagogues, and feminist educators, and centers the problems of race, social class, ethnicity, and sexual orientation. (Author/PAA)
Descriptors: Classroom Environment, Critical Thinking, Educational Change, Educational Discrimination, Educational Theories, Epistemology, Females, Feminism, Foreign Countries, Higher Education, Humanism, Instruction, Learning Theories, Males, Models, Sex Bias, Sex Fairness, Teacher Student Relationship, Womens Studies
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Feminist Pedagogy
Note: Summary of a paper presented at the Annual Conference of the Association of Canadian Community Colleges (Montreal, Quebec, Canada, May 24-27, 1992).