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ERIC Number: EJ960069
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: ERIC
Reference Count: 41
ISSN: ISSN-0882-4843
Resisting the Discourse on Resistance: Theorizing Experiences from an Action Research Project on Feminist Pedagogy in Different Learning Cultures in Sweden
Bondestam, Fredrik
Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v21 n2 p139-152 2011
Feminist pedagogy implies performing some kind of feminist teaching practices, while at the same time contesting the very possibility of performing such practices. One needs to start out from the assumption that only what cannot be foreseen will enable one not just to overcome resistance to feminist knowledge and teaching but also to make such experiences a vital part of teaching and learning as such. The author's interest in developing feminist pedagogy in teaching practices outside universities has grown out of his own experiences while trying to educate preschool, folk high school, and other non-academic teachers how to teach gendered knowledge and do feminist teaching in a broad sense. The author formulated a participatory action research project involving three different Swedish educational settings--preschools, folk high schools, and universities--focusing on feminist teachers' teaching experiences in non-feminist settings outside the women's studies classroom. In this article, the author details the action research project on feminist pedagogy and presents a brief sketch of the Swedish educational landscape that will help put the project in its proper context. (Contains 3 notes.)
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 - Research
Education Level: Adult Education; Higher Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden