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ERIC Number: ED341093
Record Type: Non-Journal
Publication Date: 1991-Nov-3
Pages: 11
Abstractor: N/A
Reference Count: N/A
Feminism and Learning Theories: A Unique Voice in the Classroom.
Swarts, Valerie R.
If the principles of feminism are to be enacted and nurtured in their development, then there must be an understanding of: (1) psychological, social, economic, legal, and cultural obstacles confronting women; and (2) assumption and expectations surrounding the feminist perspective. The classroom offers a unique context for developing these competencies, for it is a social system in which independence, humanness, and individual responsibility can be encouraged. Many educators and learning theorists offer approaches that lend themselves to developing a grammar of feminism. Of particular interest, however, are Neil Postman, Walker Percy, and Paulo Freire, for they offer a philosophical rationale that seems very conducive to establishing the kind of learning environment appropriate for the exploration of feminist issues. Fundamental to incorporating a process of questioning, helping students to embark on their own process of inquiry, and establishing a learning environment that enables students to respond to challenges so that they can develop a grammar of feminism, is a discovery of the ways in which women see and know, relate and respond. One way to help students discover seeing and knowing, relating and responding, is to assign speeches, essays, or small group discussions that address the question, "What does being a man/woman mean?" Other activities include reading and discussing essays such as Gloria Steinem's "Ruth's Song (Because She Could Not Sing It)" or viewing and discussing movies such as "Tootsie" or "The Way We Were." (PRA)
Publication Type: Opinion Papers; Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A