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ERIC Number: ED343122
Record Type: Non-Journal
Publication Date: 1991-Nov
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Writing Women in(to) the Curriculum.
Agatucci, Cora
How can classrooms and the educational system be made more productive, humane, enabling, and equitable for all students, particularly through writings studied and produced? The values of inclusive feminist pedagogy can lead to answers. Women emerge from high school with higher grade point averages but lower self-esteem than men. Female and male teachers alike are responsible for inequitable and unconscious differences in the way they treat male and female students. Female students, particularly those who may be returning to school after undergoing life changes, are well served by teachers who encourage active learning and share classroom authority with students. Writing instruction, such as an autobiography course offered through Central Oregon Community College's Changing Directions program, has proven especially helpful in promoting confidence and writing skill. Teachers must examine what they view as good writing, because unstated assumptions, conventions, and expectations can empower or disable students and teachers alike. If they wish to move forward, educators must commit themselves to the uncharted ground of feminist pedagogy and the primary research it stimulates. (Nineteen references are attached.) (SG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A