NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED309124
Record Type: RIE
Publication Date: 1988-Jun
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Dick and Jane Revisited: Women's Studies and the Adult Learner.
Parker, Sandra
There are many differences between the cultural stereotypes of students and the actual student in the classroom. The key to teaching these students is to always assess the audience and then prepare for the epistemological problems that are apt to be encountered. Successful women's or gender studies teachers emphasize open-mindedness, tolerance, flexibility, patience, and realism. Women's or gender studies courses are relevant to students' lives. The material is extremely interesting, and the scholarship is vital and stimulating. However, feminist materials are often controversial and deal with affective, as well as cognitive issues, and student anger may become an issue. Preparation of materials and thoughtful implementation of pedagogical techniques are essential, including interactive and "non-traditional" approaches in a non-authoritarian classroom environment. Adolescent students may deny a teacher's critique of society or become zealous about the course. By contrast, adult learners often aggressively endorse non-traditional ideas and are eager to add to classroom teaching materials. Adolescent students must be actively involved in the learning process. Teachers must realize that the course may not influence some students until later in life. Adult students often enter such courses with a less threatened attitude. They can share experiences and feelings on subject matter. Adult learners enjoy written assignments that draw upon personal experience. They thrive on creative tasks which are not encouraged in their worklives. Regardless of student age, teachers must encourage classroom experiences that exemplify how people may know themselves through the processes of self-evaluation. (GEA)
Publication Type: Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A