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ERIC Number: EJ1123203
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: ERIC
ISSN: ISSN-0882-4843
Potentialities of Participatory Pedagogy in the Women's Studies Classroom
Guillard, Julianne
Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v23 n1 p50-62 2012
In this article Julianne Guillard describes her loosely structured approach to student participation in her Introduction to Gender, Sexuality, and Women's Studies course. She describes this approach toward participation (which helps create a welcoming, "safe space" environment) along with feedback, both positive and negative, from previous students. Within the first week of class during each semester, she asks her students to define their means and methods of their participation, how they are "allowed" or not allowed to participate in the class. This exercise destabilizes and refocuses power dynamics (student-teacher; student-student; safe spaces/unsafe spaces) and privileges (the speaker and the listener; agreement and disagreement). Through feminist pedagogical (Maher and Tetreault) analysis of classroom behavior and student interviews, Guillard argues for a wide range of disciplines to employ this form of participatory pedagogy in their classrooms. This article details why norming classroom participation is a necessary tool for a progressive learning environment; how individual classes have created different means of communication and the benefits and detractions of each method; how norming benefits students (based upon student interviews); and possible areas of improvement for future implementation in different fields of scholarship outside the social sciences (STEM education, the humanities, etc.).
University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A