Fem Pedagogy

Overview of Women's Movements as Prelude to Myths:

1) feminism is unified (multiple, conflicted, varied ideol 2) feminism is for/about womenIWoman only (gender e 3) feminism emerged in 1960's, an American phenomen bashing bra burners. (no bras ever burned, & M Vindication of the Rights of Woman in England equality and equal access to economic/governan 4) work of feminism has been fulfilled in contemporary

Feminist Ped

0

gical grounds & goals.

uality, critique of patriarchy) , comprised of radical, maleWollstencraft published A n 1792 arguing for gender e. One of first feminist tracts. ociety (see Faludi, Backlash)

Most identify 3 waves of feminism: 1) 1st wave 1848--1925. characterized by call for "righ ", specifically voting/suffrage,

right to education, property rights after marriage reproductive rights. 1848 Seneca Falls Convention first women's rights me tings, Lucretia Mott & Elizabeth Cady Stanton keynote speakers. Rhetoric tied to abolitionist movement, later impeded by split btw gender rights/slavery rights increasingly white, middle­ class. --2 ideologica1frhetorical strains: 1) gender simiJiarity = ender equality. Major issues are access to and representation in public sphere. 2) cult of domesticity (cult of trut womanhood). "Woman" naturally nurturing, kind, peaceful, different than men and access/p icipation will change the world into a kinder. gentler place --1920 19th amendment ratified giving women the vote. Domesticity issues most influential in passing this; reinforced dominant v ews of women as the gentle sex. --not widespread exercise of voting rights, and deep ide logical chasm among women as well as btw women & men. 1925 law fails that woul ban child labor, ends wave. 2) 2nd wave 1960's to 1980's: characterized by dissatis action with domestic sphere, consciousness raising, collective struggle, sisterhoo goals increased representation, access, transformation of social roles, reproductive/s xual equality, linked to civil rights, political protest against VietNam. Betty Frie Feminine Mystique & Simone de Beauvoir Second Sex major treatises of this wave Post WWII, Rosie the Riveter phenomenon, women forced back into homes rheto ally & economically. --grassroots groups privilege inclusiveness, collaboratio ,valorizing women's private/domestic exp, sexuality (cervix-gazing). "W man" recognizes oppression and shared experiences amongst one's "sisters." "Person is political" -- heated splits between middle-class white liberal femi sm and radical Marxist, Black women for whom economic rights supercede person 1 fulfillment. reject "Woman" as universalizing, essentialist category --failure to ratify ERA in 1973 marks dissolution of this ave. ERA text: "Equality of the rights under the law shall not be deined or abridged y the US or by any State on account of sex."

3) 3rd wave 1980's to present. characterized by fragm ntation, multiple agendas, theories and practices, enacted in academic spheres Collective social movement comprised of diverse and often conflicting ideologi s. strains replicate early rhetoric btw Woman vs women, dissent along lines of class ethnicity, changes in public policy vs. social consciousness, and methods for ch ge. --Revalorists: re-value women's experience and cultur products (Gilligan) --Revisionists: re-cover women's contributions (wome speakers & legislatures) --Womanists: specific to Black women's experience, n ds, desires (Walker) --Separatists: create own woman-centered utopia (spiri uality) --Radical (often Marxist): deconstruct and re-constitut feminist systems. change must be systemic. All these histories, agendas, and practices are present "thin current feminist pedagogical practice. What conttutes "woman/women?" What kind of degree of change is required for equality & social justice? How link to ther systems of oppression?

SPCM 531: Readings in Feminist Pedagogy

Pineau/Summer 98

List of Readings

~hreWSbUry, C. (1993).

What is feminist pedagogy? Wo en's Studies

uarterl

3 & 4,8-15.

- ggJDii@uilu1iad., N. (1993). Teaching feminist process in the 1990's. Women's Studies Quarterly. 3

& 4. 17-29 VManicom, A. (1992). Feminist pedagogy: Transformation, standpoints, and politics. Canadian Journal of Education. 17 (3), 365-377. Bel~, M. F., Clinchy, B. M., Goldberger, N.R., & Taro e, J.M. (1986). Connected teaching. In Women's wa s of knowin : The develo ment of s if voice and mind (pp.214-229). New York: Basic Books. ~le¥;=l). (1990). book review of Bitter milk: Women d teachin ,by Madeline Grumet. Harvard Educational Review. 60 (4), 527-533. y1looks, b (1989). toward a revolutionary feminist pedago y. and black and female: reflections

on graduate schooL In Talkin back: Thinkin fe inist thinkin black. Boston: South

End.

CaQlJEK, S. (1995). Reflections on 'male bashing'. NWSA oumal 7 (2), 76-83. VWeiler, K. (1991). Friere and a feminist pedagogy of dif£ rence. Harvard Educational Review. 61 (4),449-474. Berry, E., & Black, E. (1993). The integrative learningjo al (or, getting beyond "true confessions" and "cold knowledge". Women's Stu ies uarterl 3 & 4, 88-93. Fiol-Matta, L. (1993). Litmus tests for curriculum transfo ation. Women's Studies Quarterly. 3 & 4, 161-163. Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review 59 (297-384). Luke, C. (1996). Feminist pedagogy theory: Reflections n power and authority. Educational Theory. 46 (3), 283-302. Taylor, S. (1995). Feminist classroom practice and cultur I politics: 'Girl number twenty' and ideology. In Holland, J., Blair, M., Sheldon, S., (E .) Debates and issues in feminist research and pedagogy. (pp. 3-22) Clevedon, UK: Multilingual Matters. Britzman, D. (1995). Is there a queer pedagogy?: Or, stop reading straight. Educational Theory. 45 (2), 151-165. Martindale, K. (1992). Theorizing autobiography and rna erialist feminist pedagogy. Canadian Journal of Education. 17 (3) 321-340. Hoffmann, F., & Stake, J. (1998). Feminist pedagogy in t ory and practice: An empirical investigation. NWSA Journal. 10 (1) 79-93. Dunn, K. (1993). Feminist teaching: Who are your studen s? Women's Studies Quarterly. 3 & 4,39-45. Sapon-Shevin, M. & Schneidewind, N. (1991). Cooperat e learning as empowering pedagogy. (pp. 159-317). In Sleeter, C (Ed.). Empowerment tough multicultural education, New York: SUNY Press. Caldwell, K. ( ). All that jazz talk: Possibilities for collab ative conversation in the college classroom. Transformations. 9 (1), 57-67. Thompson, A., & Gitlin, A. (1995). Creating spaces for re onstructing knowledge in feminist pedagogy. Educational Theory, 45 (2) 125-150. Lewis, M., & Simon, R. (1986). A discourse not intended for her: Learning and teaching within patriarchy. Harvard Educational Review. 56 (4), 4 7-472.

Potts, T., Price, J. (1995). 'Out of the blood and spirit of 0 lives': The place of the body in academic feminism. (102-115). In Morley, L., & WIsh, V. (Eds.). Feminist academics: Creative agents for change. London: Taylor & Fr cis. Overall, C. (1997). Feeling fraudulent: Some moral quan ies of a feminist instructor. Educational Theory, 47 (1) 1-13. Walsh, V. (1995). Transgression and the academy: Femi ists and institutionalization. (pp. 86­ 101). In Morley, L., & Walsh, V. (Eds.). Feminist ademics: Creative a ents for chan e. London: Taylor & Francis. Lather, P. (). Feminist perspectives on empowering rese ch methodologies. ? 292-307. hooks, b. (1994). Theory as liberatory practice. (pp. 59-7 ). In Teaching to transgress: Education as the practice of freedom. New York: outledge. Shrewsbury, C. (1993). Feminist pedagogy: An updated ibliography. Women's Studies Quarterly. 3 & 4, 148-160. Riger, S., Brecke, C., & Wiederhold, E. (1995). Dynamics f the pluralism classroom: A selected bibliography. NWSA Journal. 7 (2) 58-75.

Bihilograpby: feminist te

practices

--Amy Goodloe [email protected] -

Brown, Julie. "Theory and Practice: What Exactly is Feminist Peda gy?" The Journal of General Education 41 (1992): 51ff Finke, Laurie. "Knowledge as Bait: Feminism, Voice, and the Peda ogical Unconscious." College English 55.1 (Jan 93): 7-17. Gore, Jennifer. The Struggle for Pedagogies: Critical and Feminist Routledge, 19?

iscourse as Regimes of Truth. NY:

~-:--:--.

"What Can We Do for You! What Can We' Do for 'You' : Struggling Over Empowerment in

er 90): 5ff

Critical and Feminist Pedagogy. Educational Foundations 4.3 (S

Jadwin, Lisa. "Mirroring: A Strategy for Handling Hate Speech in t e Classroom." Concerns 23.1 (Winter

1993): 22-28.

Kecht, Maria Regina, ed. Pedagogy is Politics: Literary Theory and ritical Teaching. Urbana: U oflllinois P,

1992. Krubbs, Paula. "Feminist Teaching, Women's Studies, and Instituti ns." Text and Context 4 (Autumn 90): 66-69.

X Luke, Carmen. "Post-marked from the Margins: Feminist Pedagog

and Practice." The Review of Education

14.4 (1992): 329 1 I

<Maher, Frances A. and Mary Kay Thompson Tetreault. The Fe .

"X

t Classroom. NY: Basic Books, 1994.

Manicom, Ann. "Feminist Pedagogy: Transformations, Standpoint and Politics." Canadian Journal of Education 17.3 (Summer 92): 365ff

__ Mullin, Joan. "Feminist Theory, Feminist Pedagogy: The Gap Bet Composition Studies 22.1 (Spring 94): 14ff

en What We Say and What We Do."

Ritchie, Joy. "Confronting the 'Essential' Problem: Reconnecting F minist Theory and Pedagogy." Journal of Advanced Composition 10.2 (Fall 90): 249-273.

Romney, Patricia, et al. "Feminist Strategies for Teaching About Women's Studies Quarterly 20.1-2 (Spring 92): 95-110.

pression: The Importance of Process."

Ryan, Maureen. "Classrooms and Contexts: The Challenge of Fe . .st Pedagogy." Feminist Teacher 4.2-3

(Fall 89): 39ff

Scanlon, Jennifer. "Feminist Pedagogy and Everyday Teaching: R ults of a Women's Studies Program

Self-Study." Transformations 4.1 (Sp93): 70ff

=--:--:_. "Keeping Our Activist Selves Alive in the Classroom: Fe . ist Pedagogy and Political Activism."

Feminist Teacher 7.2 (Spring 1993): 8-14. 'Shrewsburg, Carolyn. "What is Feminist Pedagogy?" Women's St dies Quarterly 21.3-4 (Fal193): 8-16.

~Weiler, Kathleen. "Freire and a Feminist Pedagogy of Difference."

arvard Educational Review 61.4 (Nov

94): 449-474.

Wood, Robert. "The Dialectic Suppression of Feminist Thought in adical Pedagogy. " Journal of Advanced Composition 13.1 (Winter 93): 79ff

Womens Studies Quarterly 199J: J &.,

149

Theory

Feminist Pedagogy:

An Updated Bibliography

Carolyn M. Shrewsbury Feminist pedagogy is noW su~iect to much more critical evaluation than was

true when the original version of this bibliography was prepared. This de·

velopment is welcome. providing evidence of the vitality of feminist pedag·

ogy and sdJOlarship. Further. feminist scholars are exploring ways to integrate feminist pedagogy into traditional courses and into all disciplines. Many more wnnectioJls are being forged between feminist pedagogy and other liberatory pedagogies and theoretical perspectives. works oublished after the preparation of the original bib· liography is by no means COmPlt;::.<::. ,. u~~v, .. , •

of useful works readily available in many university libraries. Although the

separation between course content and the process of teaching that con·

lent is somewhat artificial, the focus here is on works that are focused primal"

ily on the process of teaching, especially in classroom settings.

Collections

All of the works below include materials on topics other than feminist pe· dagogy. but all have some useful materials directly focused on feminist pe' dagogy. Annas and Maher are most accessible to the novice feminist pedagogue. Luke and Gore have collected essays that even the most ex­ perienced feminist teacher will savor. With two exceptions, I have not. separately listed other versions of the articles collected in these works. Annas, Pam, and Frinde Maher. "1:i eminist Pedagogies and Differences the Classroom rarts I & II." Radical Te(J£her 41 and 42 (March 1992). Gabriel, Susan L., and Isaiah Smithson, eds. Gender in the Classroom: and Pedagogy. Champaign: University of Illinois Press, 1990. Giroux. Henry A., ed. postmodemism, Feminism, and Cultural Politics ing blll((Jfional Bmmdaries. Albany: State University of New York Press, Howe. 'Florence. Myth.1 ujCoedw:alion: Selected E.lsays, 1964-1983. 1011: LT niversity of Indiana PresS, \984. Luke, Carmell, and Jennifer Gore, cds. Femillisms and Critical Pedagogy. N York: Routledge, 1992. Pearson, Carol S., Donna L. Shavlik, and Judith G. Touchton, eds. FAtiCat;1fj the Mlljmity: WOfflm Challenge Tmditi01l in Higlu':T Education. New York: call Council 011 F.clucatiol1 aud Macmillan. \9R9.

14R

The most noteworthy aspect about these works compared to those listed in the earlier bibliography (in the section on principles) is the extent to which the concepts of Postmodernism have infused feminist thinking about pedagogy. Ellsworth, Elizabeth. ·Why Doesn't This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy.ff Harvard Ed'UCational Review 59, no. 4 (1989): 297-324. (Also in Luke and Gore.) Fuss, Diana. Essentially Speaking Feminism, Nature and Difference. New York: Routledge, 1989, chap. 7. Giroux, Jeanne Brady. "Feminist Theory as Pedagogical Practice." Contem· porary Ed'UCation 61, no. 1 (September 1989): 6-10. Gore, Jennifer. The Struggle for Pedagogies: Critical and Feminist DisroHTses as Regimes of Truth. New York: Routledge, 1993. ___. "What Can We Do for You! What Can 'We' Do for 'You'?: Struggling Over Empowerment in Critical and Feminist Pedagogy." Educational Faun· dations 4, no. 3 (June 1990): 5-26. (Also in Luke and Gore.) bell. - ... - . . ...

1989. Lather, Patti. Getting Smart: Feminist Research and Pedagogy wilhin tlu! Postmodern. New York: Routledge, 1991. Lewis, Magda. "Interrupting Patriarchy: Politics. Resistance, and Transfor· mation in the Feminist Classroom." Harvard Educational Rroiew 60 (1990): '467-88. Magda Gere. Wi/hoot a Word: Teaching Beyond Womens SUeriCe. New York: Routledge, 1993. , Frinde. "Toward a Richer Theory of Feminist Pedagogy: A Compar· ison of ,Liberation' and 'Gender' Models for Teaching and Learning'"1011r· nal of Ed'UCation 169, no. 3 (1987): 91-100. Kathryn Pauly. "The Perils and Paradoxes of Feminist Pedagogy." Resourcesfor Feminist Research (DFRJDRF) 16, no. 4 (December 1987): 49-52. ,Kathleen. "Freire and A Feminist Pedagogy of Difference." Hm'Vard Educational Review 61, no. 4 (November 1991): 449-74. W011!m Teachingfor Change: Gender, Ctas.s &l Power. South Hadley. Mass.: and Garvey, 1988.

works on feminist pedagogy give at least lip service to the importance [differences. However, issues of race, ethnicity, class, sexuality, disability. other characteristics that arc an important part of our identities have be satisfactorily central to feminist pedagogy. The works below help our theorizing of differences. , Beverly. "Diffusing Linguistic Dichotomies." Womm's

Quarterly 20, nos. I & 2 (Spring/Summer 1992): III-I!l.

1'50

Women's Studies Quarterly 1993: 3 & 4

Bannerji, Nimani, Linda Carty, Kari Dehli,Susan Heald, and Kate McKen­ na. Unsettling Relations: The University as a Site of Feminist Struggles. Boston: South End Press, 1992. Blltler,Johnnella E. "Transforming the Curriculum: Teaching about Wom· en of Color." In Transforming the Curriculum: Ethnic Studies ami Womens Studies, 67-87, eds.Johnnella E. Butler and John C. Walter. Albany: State University of New York Press, 1991. Gardner. Sandra, Cynthia Dean, and Leo Mckaig. "Responding to Differ­ ences in the Classroom: The Politics of Knowledge, Class and Sexuality." Sociology of Education 62 (January 1989): 64-74. Luttrell, W. "Women's Ways of Knowing." Sociology of Education 62 (1989):

33-46. Romney, Patricia, Beverly Tatum, and JoAnne Jones. "Feminist Strategies for Teaching about Oppression: The Importance of Process." Womens Studirs Quarterly 20, nos. 1 & 2 (Spring/Summer 1992): 95-115. TuSmith, Bonnie. "The Cultural Translator: Toward an Ethnic Womanist Pedagogy." MEtUS 16, no. 2 (June 1989): 17-30. Weir. Lorna. "Anti·racist Feminist Pedagogy, Self·Observed." Resources for 3/4 ISeotember 1991): 19-26.

Techniques

This section consists of works that describe a particular class, include research on iSSllt'S rdated to pedagogy, or discuss specific teaching techniques or peda­ gogical issues. Items iu this section have some applicability beyond the specif. ic courses discussed.

Burroughs, Catherine R. "The Immediate Classroom: Feminist Pedagogy and Peter Brook's 'The Empty Space'." Feminist Teacher 15, no. 2 (September

1990): 10-14. Crowley, Margaret A. "Feminist Pedagogy: Nurturing the Ethicalldeal. Am, Adllf/ncPs in Nursing Scirnre 11. no. :i (l April 1989): 53 passim. Fagan, D. Honor. "I.ocal Stmggles: Women in the Home and Critical }<'eminist Pedagogy ill Ireland."Jollrrlal of Education 173, no. I (1991): 65-75. FislH'r. Bernice. "Enhancing Feminist Pedagogy: Multimedia Workshops on Women's Experience with 'The Newspaper' and 'Home'." Feminist Teacher ff

6. no, 3 (June 1(92): 9 passim. Glenllon, Theresa. "Lawyers and Carillg: Building an Ethic of Care into I'rofessiOlwl Responsibility." H(/.~tings LallJJournal 43, no. 4 (1992): 1175-86, Heald. Susan, "The Madwoman in the Attic: Feminist Teaching in the Mar· gins." ReS01JTt;('S for Femini.lt Hesearch 18 (December 1989): 22-6. l\1aher, 'Frinde A. "Inquiry Teaching and Feminist Pedagogy." Social Educa­ lion !i L no. 3 (1987): 186-92. l\laiIoTlv, Pat. "Oppressive Peda!l;ogy: The Importance of Process in Wom­ en's Studies." Women '.I Siudil',s International Forum] I, 110. 2 (1988): 103-8,

Womens Studies Quarterly /993: 3 & 4

151

Musil, Caryn McTighe, ed. The Courage to Question Women:1 Studies and Stu· dent Learning. Washington, D,C.: Association of American Colleges, ]992. Ritchie,Joy S. "Confronting the 'Essential' Problem: Reconnecting Feminist Theory and Pedagogy,"fournal ofAdvanced C,omposition 10, no. 2 (February 1990): 249-73, Wood, Julie T. "Bringing Different Voices into the Classroom." NW8AJour­ nal 5, no. 1 (March 1993): 82-93.

Course/Discipline Specific Most of these works present general overviews of feminist pedagogy, Their special value is in their discussions of how to apply feminist pedagogical theory, principles, or techniques to a specific discipline or program. Ayers·Nachamkin, Beverly. "A Feminist Approach to Introductory Statistics Course." Women's Studies Quarterly 20, no. I & 2 (Spring/Summer 1992): 86-94. Bennett, Roberta S. "Empowerment = Work Over Time: Can There be Feminist alion & Dance 62, no, 6 (August 1991): 62-7, 75. Brown,Julie, "Theory or Practice: What Exactly is Feminist Pedagogy?"Jour· nal of General Education 41 (1992): 51-63. Chinn, Peggy L. "Feminist Pedagogy in Nursing Education." Curriculum Revo­ lution: Reconceptualizing Nursing Education. New York: National League for Nursing, 1989. Dewar, Alison. "Feminist Pedagogy in Physical Education: Promises, Possi· bilities and Pitfalls."Journal of Physical Education, Recreation & Dance 62, no. 6 (August 1991): 68-71, 75-7. Hayes, Elisabeth. "Insights from Women's Experiences for Teaching and Learning." New Directions for Continuing Education 43 (September 1989): 55-61. Hezekiah, Jocelyn. "Feminist Pedagogy: A Framework for Nursing Educa· tion?" The Journal ofNUT5ing Education 32, no. 2 (February 19(3): :)3 passim. Laird, Susan. "Reforming 'Women's True Profession': A Case for Feminist Pedagogy in Teacher EducatiolI." Harvard Educational Uevie'W 58. no. 4 (November] 988): 449-63. MacDermid, Shelley M.,Joali A,.Jurich,Judith A. Myers.Walls, and Ann Pal· er. "Feminist Teaching: Effective Education: Family Re/atiom 41, no. I (Janu, ary 1992): 31-8. Sandell, Renee. "The Liberating Relevance of Feminist Pedagogy." Studies in Art Education 32, no. 3 (March 1991): 178-87. lackelford,Jean. "Feminist Pedogogy: A Means for Bringing Critical Think· ing and Creativity to the Economics Classroom." Amerimn Economic Rroie-w 82, no. 2 (May] (92): 570-6. ,Christine A. "A Feminist Pedagogy for Nursing Education." TheJour­ nal of Nursing Edw-ation 32. 110. 2 (february 1(93): 51 passim.

152

Women:~ Studies Quarterly 1993: 3 & 4

Tisdell, Elizaheth J. "Feminism and Adult Learning: Power, Pedagogy, and I'laxis." New f)ireflion~ Jilr Adult and Continuing Education 57 (March 1993): 91 passim.

Bibliographies/Literature Reviews Goetsch Lori A. "Feminist Pedagogy: A Selective Annotated Bibliography." NWSA Journal 3, no. 3 (September 1991): 422-9. Leck. Glorianne. "Review Article: Feminist Pedagogy, Liberation Theory, and the Traditional Schooling Paradigm." Educational Theory 37 (1987): 343-54.

Manicom, Ann. "Review Essay Feminist Pedagogy: Transformations, Stand·

points, and Politics." Canaditm Journal ofEducation 17, no. 3 (1992): 365-89.

1987 BIBLIOGRAPHY

Although none oCtile volumes hstei

pedagogy, several of the selections in each are relevant to feminist teaching

practices. Bunch, Culley and Portllges, and Davis would be particularly

useful to novice and experienced feminist teachers alike.

Bowles, Gloria, and Klein, Renate Duelli, eds. Theories of Women's Studies.

Boston: Routledge & Kegan Paul, 1983.

Hunch. Charlotte, and Pollad., Sandra. Learning Our Way: Essays in Feminist

Edt/cation. Trumansburg, N.Y.: The Crossing Press, 1983.

Cruikshank, Margaret, ed. Lesbian Studies: Present and fi'uture. Old Westb­ urv, N,y': The Feminist Press. 1982.

Margo. and Portllges. Catherine. eds. Gendered Subjects: The Dynam·

in ofFl'minisi "['melling. New York: Routledge & Kegan Paul, 1985.

Davis. Barbara Hillyer, cd. Feminisl Education: A SPecial Topic Issue of the

](ll/mal of Thought. Norman: College of Education, University of Oklahoma, 1985.

1'11111. Gloria T.; Scotl. Patricia Bell; and Smith, Barbara, eds. All the Women

Arf White, All/hI' Blacks An' Mm, but Some of u's Are Brave: Black Womens

Siudil". Old Westbury, N.V.: The 'Feminist Press, 1982.

Schllster. Marilyn R., and Van Dyne, Susan R.. eds. Women's place in the : Tran~forming the Liberal Arts Curriculum. Montclair, N.J.: Rowman & Allanhcld, 1985.

Spender. Dale, and Sarah, Elizaheth, eds. Learning to

Eriuralion. London: The Women's Press, 1980.

Principles

Each of the following disclISses some of the basic principles and charac­ teristics of feminist pedagogv. Many also give some suggestions about

Women:~

Studies QuarlrTly 1991; } &
J 51

specific techniques that can be used in the feminist classroom. The focus is, however, on the theoretical bases of feminist pedagogy. Bunch, Charlotte. "Not by Degrees: Feminist Theory alld EdIKation." In Bunch and Pollack, Learning Our Way, pp. 248-60. Cambridge Women's School. "How to? Three Practical Operating Models of Ways to Approach Women's Studies." Edcentric (November 1974): 16­ 17,50-52. Carver, Ann C. "Applying Feminist Approaches to Learning and Research: A Practical Curriculum Model." Women's Stu.dies Newsleller 7, no. 2 (1979): 24-26. Evans, Mary. "The Teacher's Tale: On Teaching Women's Studies." Womens Studies International Forum 6, no, 3 (198$): $25-30. Fisher, Berenice. "What Is Feminist Pedagogy?"'Radical Teacher 18 (1981): 20-24. - - - . "Professing Feminism: Feminist Academics and the Women's Movement." PsycholoffY 0/ Women Quarterly 7, no. I (1982): 55-69. - - - , "The Heart Has Its Reasons: Feelings, Thinking, and Community­ Building in Feminist Education." Womens Studies Quarterly 15, nos. 3 & 4 Friedman, Susan Stanford. "Authority in the Feminist Classroom: A Con­ tradiction in Terms?" In Culley and Portuges, Gendered Subjects, pp. 203­

8. Howe, Florence. "New Teaching Strategies for a New Generation of Stu­ dents." Women\ Studies Quarterly II, no. 2 (1983): 7-1 I. Kaye, Melanic. "Closeup on Women's Studies Courses: Feminist Theory and Practice." Women:~ Stt/dies Newsletter 6, no. 3 (1978): 20-23. Lincoln, Sara Ann. A Feminist Process in Teaching: A l'ersonal Account. Ph.D. dissertation, University of Michigan, 1975. Maher, Frances. "Classroom Pedagogy and the New Scholarship on Women." In Culley and Portllges, Gendered Subject5, pp. 29-48. - - - , "Pedagogies for the Gender-Balanced Curriculum," journal of ThOtlght 20, no. 3 (Fall 1985). Mcintosh, Peggy. "Warning: The New Scholarship on Women May Be Hazardous to Your Ego." Women's Studi('s Quartl'Tl)' 10, no, I (1982): 29­ 31. Minnich, Elizabeth Kamarck. "Friends and Critics: The Feminist Acad­ emy." In Bunch and Pollack, Learning Our Way, pp. 317-;~O. Mitrano, Barbara. "Feminism
- - , "On Teaching Women's Studies," University of Michigans Papers ill

WomensStudies I, no. 2 (1974): 27-34.

154

Women's Studies Quarterly 1993: 3 & 4

Peterson, Gail. "The Struggle of an Academic Feminist: Elitism vs. Excel­ lence." Women's Studies International Forum 5, no. 1 (1982): 83-86. Porter, Nancy. "Liberating Teaching." Women's Studies Quarterly 10, no. 4 (1982): 19-24. Schniedewind, Nancy. "Feminist Values: Guidelines for a Teaching Meth­ odology in Women's Studies." In Bunch and Pollack, Learning Our Way, pp. 261-71. Schram, Barbara A. "Women's Studies as Humanist Education: Some Concepts, Activities, and Curriculum." Humanist Education 14,. no. 4 (June 1976): 157-67. Shrewsbury, Carolyn M. "What Is Feminist Pedagogy?" Women's Studies Quarterly 15, nos. 3 & 4 (1987). Webb, Marilyn. "A Radical Perspective on Women's Studies." Women: A joumal of Liberation 3, no. 2 (1973): 36-37.

The Classroom Descriptions of classroom experiences characterize these works. Even though these are about courses in specific disciplines, the situations they . . in courses about many different subjects. Culley, Margo. "Anger and Authority in the Introductory Women's Studies Classroom." In Culley and Portuges, Gendered Subjects, pp. 209-20. Davis, Barbara Hillyer. "Finding New Forms: Student Autonomy in a Patriarchal University." Women:1 Studies Newsletter 7, no. 2 (1979): 22-24. Dudovitz, Resa; Duvall, John; and Cramer, Patricia. "Survival in the Mas­ ter's House': The Role of Graduate Teaching Assistants in Effecting Curriculum Change." Women's Studies International Forum 6, no. 2 (1983): 149-58. Fisher, Jerilyn. "Returning Women in the Feminist Classroom." Women's Studies Quarterly 15, nos. 3 & 4 (1987). Folsom. Jack. "Teaching ahollt Sexism and Language in a Traditional Setting: Surmounting the Obstacles." Women's Studies Quarterly 11, no. I (1983): 12-15. Hall, Ann C. "Teaching Amy Counterpoint." Radical Teacher 17 (November 1980): 39-42. Humm, Maggie. "Women in Higher Education: A Case Study of the School for Independent Study and the Issues for Feminism." Women's Studies International Forum 6, no. 1 (1983): 97-105. Jones, Judith. "Feminism in the Bible Belt." Radical Teacher 6 (December 1977): 31-34. King, Ynestra. "Feminist Pedagogy and Technology: Reflections on the Goddard Feminism and Ecology Summer Program." Women's studin International Quarterly 4,110.3 (1981): 370-72. Mahony, Pat. "Boys Will Be Boys: Teaching Women's Studies in Mixed-Sex Groups." Women's Studies International Forum 6, no. 3 (1983): 331-34.

Womens Studies Quarterly 1993: 3 & 4

155

McNulty, T. Michael. "Teaching Feminism: A Response to Jaggar." Teaching Philosophy 3, no. 1 (1979): 93-95. Nelsen, Randle W. "Reading, Writing, and Relationships: Toward Over­ coming the Hidden Curriculum of Gender, Ethnicity, and Socio-eco­ nomic Class." Interchange 12, nos. 2-3 (1981): 229-42. Stitzel, Judith. "Unlearning to Not Speak: Feminism in the Classroom." Frontiers 4, no. 1 (1979): 47-49. - - - . "Conversations." New Directions in Teaching 5, no. 4 (1977): 14-17.

Strategies and Techniques Specific suggestions that can be used by the feminist teacher characterize each of these articles. Archer, Jane; Drucker, S.; Matis, M.; Meek, D.; Peterson, K.; and Sher­ man, M. "Initiating a Context: A Collective Approach to Feminist Crit­ ical Theory." Radical Teacher 18 (1981): 33-39. Beck, Evelyn Torton. "Self-disclosure and the Commitment to Social

Change." Women's Studies International Forum 6, no. 2 (1983): 159-64.

Bell, Lee. "Hearing All Our Voices: Applications of Feminist Pedagogy to

terly 15, nos. 3 & 4 (1987). Berry, Ellen, and Black, Elizabeth. "The Integrative Learning Journal." Women's Studies Quarterly 15, nos. 3 & 4 (1987). Bright, Clare. "Teaching Feminist Pedagogy: An Undergraduate Course." Women's Studies Quarterly 15, nos. 3 & 4 (1987). Davis, Barbara Hillyer. "Teaching the Feminist Minority." In Culley and Portuges, Gendered Subjects, pp. 245-52. Ferguson, A. "Feminist leaching: A Practice Developed in Undergraduate Courses." Radical Teacher 20 (1982): 26-29. Register, Cheri. "Brief, A-mazing Movements: Dealing with Despair in the Women's Studies Classroom." Women's Studies Newsletter 7, no. 4 (1979):

7-lO. Schniedewind, Nancy. "Cooperatively Structured Learning: Implications for Feminist Pedagogy." Journal of Thought 20, no. 3 (Fall 1985): 74-87. "Teaching Feminist Process." Women's Studies Quarterly 15, nos. 3 & 4 (1987). Donna. "Accountability and Student Grading." Experiential Educa­ tion 8, no. 3 (May-June 1983): 1,5-6,9. Judith. "Hearing Voices: Oral History as an Aid to Reading." Frontiers 7, no. 1 (1983): 61-63. Thompson, Martha. "Diversity in the Classroom: Creating Opportunities for Learning Feminist Theory." Women's Studies Quarterly 15, nos. 3 & 4 (1987).

If.mnirical Studies research studies on feminist pedagogy have been discussed in pro­

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fessional papers but are only now beginning to appear in the journals. Although several of the following focus on women's studies rather than femini~t pedagogy, they have applications for the latter and do suggest some directions for further research.

Women s Studies Quarterly 1993: 3 & 4

157

Washington, Mary Helen. "How Racial Differences Helped Us Discover Our Common Ground." In Culley and Portuges, Getulered Subjects, pp. 221-29.

Issues with a Focus on Heterosexism or Lesbians Aries. Elizabeth. "Interaction Patterns and Themes of Male, Female, and

Mixed Groups." Small Group Bf'havior 7, no. 1 (February 1976): 7-18.

Brush: L.; Gold, A.; and White, M. "The Paradox of Intention and Effect:

A Women's Studies Course." Signs 3, no. 4 (1978): 870-83. Dunn, Kathleen. "Feminist "leaching, Who Are Your Students?" Women's Studies Quarterly 15, nos. 3 &: 4 (1987). Farley, J. "Who Should Teach Women's Studies? An Answer from Course Evaluations," Teaching Sociology 5, no, 4 (1978): 377-86. Guttentag. M.; Brush. L.; Gold. A.; Mueller, M.; Tobias, S.; and White, M. "Evaluating Women's Studies: A Decision-Theoretic Approach." Signs 3, no. 4 (1978): 884-90. Jenkins. L.. and Kramer, C. "Small Group Process: Learning from

Women," Women's Studies International Quarterly 1, no. 1 (1978): 67-84.

. Sexist c.~~~~.,,~.

in Teaching Evaluation." Signs 9, no. 3 (1984): 4lS"':"~". Porter, Nancy M., and Eileenchild, Margaret T. The Effectiveness oJ Women's Studies Teaching. Washington, D.C.: National Institute of Education Dept. of HEW, 1980.

Issues with a Focus on Race and/or Racism The emphasis in these articles is on the craft and practice ofteaching about racism in a nOrlracist manner, or in recognizing racial differences. Butler, Johnnella E. "Toward a Pedagogy of Everywoman's Studies." In Culley and Portuges, Gendered Subjects, pp. 230--39. Geiger, Susan, and Zita, Jacqueline N. "White Traders: The Caveat Emptor. of Women's Studies."Journal oJ Thought 20, no. 3 (Fall 1985): 106--21. Gonzales, S. "Toward a Feminist Pedagogy for Chicana Self-Actualization." . Frontiers 5, no. 2 (1980): 48-51.

Hoffman, Nancy. "White Woman, Black Woman: Inventing an

Pedagogy." Women's Stttdies Newsletter 5. nos. 1-2 (1977): 21-24.

Omolade, Barbara. "A Black Feminist Pedagogy." Women's Stttdies

15, nos. 3 &: 4 (1987).

Rothenberg, Paula. "Teaching Racism and Sexism in a Changing A

Radical Teacher 27 (1984): 2-5.

Russell, Michelle. "Black-eyerl Blues Connections: Teaching

Women." In Culley and Portuges, Gendered SubjecL5, pp. 155--68.

Shaw, Linda, and Wicker. Diane G. "Teaching about Racism in the

room and in the Community," Radical Teacher 18 (1981): 9-14.

Spelman. Vicky. "Comhatting the Marginalization of Black Women in the Classroom." Wl)mttl~5 Studies Quarterly 10, no. 2 (1982): 15-16.

Although many other articles touch on these issues, the following articles focus specifically on pedagogical issues of heterosexism or lesbian insights into pedagogical processes. Branzburg, Judith V. "Private Lives in the Public Classroom." Radical Teacher 24 (1983): 10-11. Bulkin, Elly. "Heterosexism and Women's Studies." Radical Teacher 17 (November 1980): 25-31. Crumpacker, Laurie, and Vander Haegen, Eleanor. "Pedagogy and Preju­ dice: Strategies for Confronting Homophobia in the Classroom." Womens Studies Quarterly 15, nos. 3 &: 4 (1987). Gurko, Jane. "Sexual Energy in the Classroom." In Cruikshank, Lesbian Stttdies, pp. 25-31. Stanley, Julia P. "The Lesbian Perspective: Pedagogy and the Structure of

International Perspectives Only articles available in English have been included here. Articles have been listed in other parts of this bibliography, without reference to the nationality of the author. Arce, Jenny Valcarcel. "The Broken Wing: Teaching Literacy to Rural Peruvian Women in the City." Women's Studies Intemational2 (1982): 27­ 33.

Bonder, Gloria. "The Educational Process of Women's Studies in Argen­ tina: Reflections on Theory and Technique." In Culley and Portuges, Gendered Subjects, pp. 64-78.

K-12 materials critique sexist teaching practices. Those included have some emphasis on feminist pedagogical processes. man, Sara, ed. "Sexism and Multicultural Education in Elementary Schools: A Discussion." Radical Teacher 27 (1984): 12-16. Pat. Schools Jor the Boys? Co-education Reassessed. London: Hutchin­ son, 1985. Irene, and Spender, Dale. "Feminist Practices in the Classroom." In Spender and Sarah, Learning to Lose, pp. 174-80. Paula, and Schen, Molly. "Feminist Pedagogy: Transforming the High School Classroom." Women's Studies Quarterly IS, nos. 3 & 4 (1987).

*,,-"":~

Womens Studies Quarterly 1993: 3 & 4

159

Women's Studies Quarterly 1993: 3 & 4

158

Men and Feminist Pedagogy

Men as feminist teachers and men in a feminist classroom are addressed in these articles. Humm, Maggie. "Women in Higher Education: A Case Study of the

School for Independent Study and the Issues for Feminism." Women's

Studies International Forum 6, no. 1 (1983): 97-105.

Jagger, Alison M. "Male Instructors, Feminism, and Women's Studies."

Teaching Philosophy 2, nos. 3-4 (1977-78): 247-56. McNulty, T. Michael. "Teaching Feminism: A Reponse to Jagger." Teaching

Women." Harvard Educational Review 49, no. 4 (November 1979): 527­ 33. Science Teaching Group. "Science Teaching Teaching: Towards an Alter­ native." In Science and Liberation, edited by Rita Arditti et aI., pp. 290-98. Boston: South End Press, 1980. 'Shanley, Mary L. "Invisible Women: Thoughts on Teaching Political Phi­ losophy." News for Teachers of Political Science 24 (1980).

Schools Feminist critiques of schools that have important implications for feminist pedagogy are included here.

Philosophy 3, no. 1 (1979): 93-95. Schermer, Marsha Rachey. "Comments on Attig's Why Are You, a Man, Teaching this Course on the Philosophy of Feminism?'" Metaphilosphy 11,

Abu-Lughod, Janet. Engendering Knowledge: Women and the University. Evan­ ston, III.: Program on Women, Northwestern University, 1981. Arnot, Madeleine. "Male Hegemony, Social Class, and Women's Educa­ es no. 2 (1980): 178-81. tion." Journal of Education 164 (1982): 64-89. Schlib, John. "Pedagogy of the Oppressors." In Culley and Portug , Gen­ Clarricoates, Katherine. "The Experience of Patriarchal Schooling." Inter­ dered Sli/dects, pp. 253-64. change 12, nos. 2-3 (1981): 185-205. Snoek, Diedrick. "A Male Feminist in a Women's College Classroom." In Davis, Barbara Hillyer; Watts-Penny, Kristen M.; and de Tolnay, Elsa Gendered Subjects, pp. 136-44.

Related to Specific Disciplines

Many of the techniques addressed in these articles would also be of use in courses in disciplines different than the one discussed in the article. Annas, Pamela. "Style as Politics: A Feminist Approach to the Teaching of Writing." College English 47, no. 4 (7 April 1985). Berry, Linda. and McDaniel, Judith. "Teaching Contemporary Black Women Writers." Radica/ Teacher 17 (November 1980): 7-10. Bezucha. Rohert J. "Feminist Pedagogy as a Subversive Activity." In Culley and portuges, Gendered Subjects, pp. 81-95. Hall, Ann C. "Teaching Amy Counterpoint." Radical Teacher 17 (November 1980): 39-42. Johnson. Marilyn, ed. "Teaching Psychology of Women: A Special P5yrh%[!;Y of Women Quarterly 7, no. 1 (Fall 1982). Keyssar. Helene. "Staging the Feminist Classroom: A Theoretical In Culley and Portuges. Gendered Su.lJject.l, pp. 108-24. Krasno. }<-rancine. "On Teaching a Feminist Writing Workshop." Sllldie.1 News/el/er fJ, 110. 4 (1977): 14-16. l.ord. Sharon B. "Teaching the 'Psychology of Women: Examination Teaching-Learning Model." l'sychology of Women Quarterly 7, nO. 1 (1

70-80. Lowry, Nancy, and Woodhull, Ann. "New Directions in Science Science for Women, Too." Science for the People 15, no. 1 February 1983): 31-36. l'ortug , Catherine. "The Spectacle of Gender: Cinema and es culley and Portllges, Grndered Subjects, pp. 183-94. Schllim . Alix Kales. "Overcoming Silences: Teaching an

Studies Program, University of Oklahoma, 1983. Gromet, Madeleine. "Pedagogy for Patriarchy: The Feminization of Teach­ ing." Interchange 12, nos. 2-3 (1981): 165-84. Haywoode, Terry L., and Scanlon, Laura. "World of Our Mothers: College for Neighborhood Women." Women's Studies Quarterly 15, nos. 3 & 4 (1987). Lather, Patti. "Critical Theory, Curricular Transformation, and Feminist Mainstreaming." Journal of Education (Winter 1985). ...innich, Elizabeth Kamarck. "Liberal Arts and Civic Arts: Education for the Free Man'?" Liberal Education 68, no. 4 (1982): 311-22. Nicholson, Linda J. "The Public and the Private Split and Its Effects on Women and Schools." Philosophy of Education Society Proceedings 36 (1980): 94-97. . "Women and Schooling." Educational Theory 30, no. 3 (1980): 225­ Gerri. "Contemporary Feminist Perspectives on Higher Educa­ : A Comparative Perspective." Ph.D. dissertation, University of Min­ 1981. Adrienne. On Lies, SecreL~, dnd Silence. New York: W. W. Norton, 1979. M. Elizabeth. "Of Men and Research: The Dominant Themes in l:Ampriran Higher Education Include Neither Teaching nor Women." of Higher Education 47, no. 4 (1976): 373-89.

of Feminist Pedagogy are few critiques of feminist pedagogy, but the following from and opponents give some suggestion of some of the questions about feminist pedagogical practices.

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Women's Studies Quarterly 1993: 3 & 4

Elshtain, Jean Bethke. "The Social Relations of the Classroom: A Moral and Political Perspective." Telos 9, no. 1 (1976): 97-110. Fireman, Janet R. "Reflections on Teaching Women's History." Journal ofthe West 12, no. 2 (1973): 197-211. Frye, Marilyn. "On Second Thought ..." Radical Teacher 17 (November 1980): 37-:~8. Higgins, Kathy. "Making It in Your Own World: Women's Studies and Freire." Women s Studies International Forum 5, no. 1 (1982): 87-98.

Related to Feminist Pedagogy Included here are works about other liberative pedagogies that are often cited by feminist pedagogues and other works that have important implica­ tions for feminist pedagogy. Apple, Michael W.ldeology and Curriculum. New York: Routledge & Regan Paul, 1979. - - - . Education and Power. New York: Routledge & Kegan Paul, 1982. Aronowitz, Stanley, and Giroux, Henry. The Conservative, Liberal, and Mass.: Berlrin & Garvey, 1985. Avery, Bryant. "Teaching Notes on Teacher 10 (December 1970): 39-44. Boonstra, John, et aI., eds. Getting Educated about Education. Mass.: Education for Change Project, U. S. Committee World Fellowship, 1980. Freire, Paulo. The Politics of Education: Culture, Power, and Liberation. Hadley, Mass.: Bergin & Garvey, 1985. - - - . Pedagogy of the OpPressed. New York: Seabury Press, 1968. - - - . Education for Critical Consciousness. New York: Seabury Press, Gilligan, Carol. In a Different Voice: Psychological Theory and Women's menlo Cambridge, Mass.: Harvard University Press, 1982. Giroux, Henry A. Theory and Resistance in Education: A Pedagogy for Opposition. South Hadley, Mass.: Bergin & Garvey, 1983. Greene, Maxine. Landscapes ofLearning. New York: Teachers College 1978. Norton, Theodore Mills, and OIlman, BerteH, eds. Studies in Socialist agogy. New York: Monthly Review Press, 1978. Reed, David. Education for Building a People's Movement. Boston: South Press, 1981. Shor, Ira. Critical Teaching and Everyday Life. Boston: South End 1980.

Far information about Carolyn M. Shrewsbury see page 15.