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ERIC Number: ED286880
Record Type: RIE
Publication Date: 1984
Pages: 69
Abstractor: N/A
Reference Count: N/A
The Practice of Feminist Teaching: A Case Study of Interactions among Curriculum, Pedagogy, and Female Cognitive Development. Working Paper No. 144.
Maher, Frances; Dunn, Kathleen
A study sought to analyze the relationships among the content and pedagogy of introductory education courses at two women's colleges, and the students' self-awareness, views of knowledge, and sense of themselves as women. One of the courses, "Schooling in America," was offered by a liberal arts college concerned with equal career opportunities for women, while the course, "Schools in an Era of Change," was offered by a college that focused on preparing women for careers within the context of a liberal education. A case study method, including interviews, observations, and document analysis, was used to examine the three-way interaction among course content, course pedagogy, and student cognitive level. Results and comparisons of results between the two courses are discussed in terms of several stages of cognitive processing: (1) male and conpensatory scholarship, dualism, and the lecture-discussion mode; (2) bifocal scholarship, multiplism, and the discussion mode; and (3) multifocal scholarship, contextualism, and the inductive/interactive mode. (CB)
Wellesley College, Center for Research on Women, Wellesley, MA 02181 ($5.00).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Andrew W. Mellon Foundation, New York, NY.
Authoring Institution: Wellesley Coll., MA. Center for Research on Women.