What is Feminist Pedagogy? - feminist adult learning


feminist adult learning - Feminist pedagogy - Wikipedia

A distinct learning theory, Feminist pedagogy theorizes about teaching, learning institutions, and knowledge as a democratic concept. Taking the traditional measures of education being the responsibility of the teachers, feminist pedagogy places the responsibility on the students. It also. Those who are familiar with Critical Pedagogy, the work of Paulo Freire, or theories of Transformative Learning, may be asking: what is different about Feminist Pedagogy? It is in defining the specific nature of feminist pedagogy that we encounter a variety of positions regarding the ‘feminist’ of .

The feminist pedagogy literature is beginning to have an impact on the field of adult education and offers new strategies for challenging power relations based on gender, race, and class in the adult learning environment. Citing Literature. Number of times cited according to CrossRef: Cited by: If the principles of feminism are to be enacted and nurtured in their development, then there must be an understanding of: (1) psychological, social, economic, legal, and cultural obstacles confronting women; and (2) assumption and expectations surrounding the feminist perspective. The classroom offers a unique context for developing these competencies, for it is a social system in which Cited by: 1.

The purpose of this is to investigate how adult female learners constitute their perceptions of self and learning behavior in an internet learning environment—weblog. Based on previous qualitative research method and literature review, this study. This paper provides a critical feminist analysis of the intersection of policy, practice and decisions about funding for women. Beginning with a discussion of the current Canadian context, the authors move to an examination of international policies on the lives of women such as CONFINTEA, MDGs and CEDAW. They then examine three specific international programs where these policies are enacted Cited by: 1.