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ERIC Number: ED433404
Record Type: Non-Journal
Publication Date: 1999-Jul
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Exploring Critical Feminist Pedagogy: The Dialogic, Experiential, and Participatory (DEP) Approach in Teaching and Learning.
Chow, Esther Ngan-ling
This essay uses the interplay of biography and the historical development of society to discuss how one female teacher has experienced learning and teaching throughout her life. It also presents the results of the teacher's exploration of the dialogic, experiential, and participatory (DEP) approach to teaching and learning that she has explored. The essay first examines how the colonized education that the teacher received as a child in Hong Kong and a patriarchal society shaped the ways that she was taught and her later teaching. Following this is an analysis of how the teacher's experience of feminist enlightenment and critical pedagogy contested the hegemonic culture and patriarchal rules of her past and opposed conventional teaching approaches. The DEP approach seemed to be a promising critical feminist pedagogy that offered an alternative to the domesticate mode of teaching, but the teacher has actually found it to be better in theory than in practice. Six issues of DEP implementation are outlined. (Contains 19 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A