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ERIC Number: ED443123
Record Type: Non-Journal
Publication Date: 2000
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Personal Is Professional: What Is a Feminist Pedagogy in a Man's Composition Classroom?
Taylor, Richard C.
A man professing women's studies, a male composition teacher advocating a feminist classroom, or, for that matter, a literature specialist assuming the directorship of a first-year composition program are all a "kind of cross dressing." A director of first-year composition explores the relationship among these issues in this paper. To begin with, according to the paper, to be feminist is to participate in the fight for social justice, to identify with a movement that has transformed human experience but whose work has barely begun, to reject as naive and even oppressive the persistent calls for an apolitical or ideologically neutral classroom. Noting that male participation in women's studies remains relatively rare, the paper considers some of the ways in which a man's feminist composition classroom operates, citing, for example, positive experiences with collaborative teaching and learning. The paper also muses on just what constitutes a feminist pedagogy. It concludes by discussing how a program director advocates, instructs, and directs a feminist approach for 30 teaching assistants with various points of view and personal experiences, explaining that, in addition to designing collaborative projects for undergraduates, teaching assistants in the writing program have been collaborating with each other as mentors, teachers, and researchers. The paper characterizes the composition classroom as less and less a place of solitary struggle and increasingly a polyvocal site of social action, cooperation, and community. It finds that a feminist approach affirms the importance of studying gender and identity and of studying and critiquing patriarchy as a necessary part of education. (Contains 18 notes.) (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A