ERIC Number: ED286880
Record Type: RIE
Publication Date: 1984
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)
Descriptors: Case Studies, Cognitive Development, College Students, Comparative Analysis, Course Content, Education Courses, Higher Education, Liberal Arts, Self Concept, Student Attitudes, Student Characteristics, Teaching Methods, Womens Education
Wellesley College, Center for Research on Women, Wellesley, MA 02181 ($5.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Andrew W. Mellon Foundation, New York, NY.
Authoring Institution: Wellesley Coll., MA. Center for Research on Women.