A review of the feminist pedagogy literature: The neglected child of feminist psychology

Forrest, Linda; Rosenberg, Freda

doi:10.1016/s0962-1849(97)80007-8

Cited by 36 publications

(32 citation statements)

References 52 publications

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“…According to Forrest and Rosenberg (1997), ''feminist pedagogy is the infusion of feminist values into the process and methods of teaching'' (p. 179). As such, feminist pedagogy encompasses feminist perspectives on ontology, theory, epistemology, and methodology (Campbell & Wasco, 2000;Cosgrove & McHugh, 2000).…”

Section: Feminist and Community Psychology Pedagogiesmentioning

confidence: 99%

“…Commensurate with this view, community psychologists as practitioners of feminist pedagogy attend to the political dimension of identifying oppressive and hierarchal social relations and critiques of power (Duckett, 2000;Forrest & Rosenberg, 1997;Gridley & Turner, 2005). Furthermore, all strands of feminist pedagogy address knowledge construction and ''voice, authority and positionalityy'' (Tisdell, 1998, p. 140), while encouraging a reflexive approach in classroom interactions (Crabtree & Sapp, 2003;Tisdell).…”

Section: Feminist and Community Psychology Pedagogiesmentioning

confidence: 99%

“…Working models of feminist pedagogy provide descriptions of teaching-learning environments that are replete with opportunities for students to explore personalpolitical engagement with course materials (e.g., Forrest & Rosenberg, 1997;Mayberry & Rees, 1997). Students and instructors then move far beyond the traditional banking and hegemonic models of education, respectively critiqued by philosophers of education, Paulo Freire and Henri Giroux (Bauer, 2000;Forrest & Rosenberg;Scering, 1997).…”

Section: Common Influencesmentioning

confidence: 99%

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Exploring the relevance of feminist pedagogy to community psychology: continuing the dialogue

Germaine-Small

Walsh‐Bowers

Mitchell

2011

Journal Community Psychology

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Psychology has made advances in rectifying its historical negation of women's perspectives, as evidenced by a steady increase in women's scholarship and distinctly feminist works. However, in community psychology, the scope and magnitude of works generated both by and about women from a feminist framework have not kept pace with discourse on the nature of graduate education. The purpose of this article is to stimulate further discussion about the ways in which greater attention to the principles and practices of feminist pedagogy can enhance the interpersonal processes and content of community psychology graduate education. We provide illustrative examples of feminist pedagogy for community psychology from doctoral student and female and male faculty perspectives. We conclude by discussing the challenges to actualizing the potential for social action inherent in feminist pedagogy in relation to its apparent congruency with the principles and practices of community psychology. C 2011 Wiley Periodicals, Inc.In recent decades, some gains have been made in theorizing and practicing feminism in community psychology. For example, in a special issue of the American Journal of Community Psychology dedicated to connecting feminism and community psychology research and practice, Bond, Belenky, and Weinstock (

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Section: Feminist and Community Psychology Pedagogiesmentioning

confidence: 99%

Section: Feminist and Community Psychology Pedagogiesmentioning

confidence: 99%

Section: Common Influencesmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the relevance of feminist pedagogy to community psychology: continuing the dialogue

Germaine-Small

Walsh‐Bowers

Mitchell

2011

Journal Community Psychology

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“…The picture of stifled, rigid classrooms and frivolous, overly personalized course content drawn by WGS detractors is in sharp contrast to the descriptions of WGS teaching methods and goals written by WGS proponents. To be sure, most WGS theorists have stressed the importance of some teaching practices for which WGS has been questioned: guiding students to integrate personal knowledge and experience with course content, fostering students' expanding views of their life alternatives, helping students see connections between course content and current social and political issues, and encouraging students to take an active part in contributing to social change (Kessler-Harris, 1992;Maher & Tetreault, 1994;Forrest & Rosenberg, 1997;Hoffmann & Stake, 1998;Marchbank et al, 2003). However, WGS writers have also emphasized other, balancing pedagogy themes that suggest a quite different classroom atmosphere than that described by the WGS critics.…”

Section: Contrasting Views Of Wgsmentioning

confidence: 99%

“…Relatedly, a strong theme in the literature on WGS pedagogy is the development of open-mindedness and independent, critical thinking. The stated goal is to develop students' ability to examine and critique all sources of knowledge, including established authorities, and to expand students' understanding of alternate perspectives and value systems (Kessler-Harris, 1992;Forrest & Rosenberg, 1997;Hoffmann & Stake, 1998;Marchbank et al, 2003). Thus, WGS writers describe a balanced and intellectually challenging pedagogy that integrates the themes of personal growth and social awareness with an emphasis on open and full classroom dialog and strong critical thinking skills.…”

Section: Contrasting Views Of Wgsmentioning

confidence: 99%

Pedagogy and student change in the women's and gender studies classroom

Stake

2006

Gender and Education

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Women's and gender studies (WGS) classes and programmes have been developed on many university and college campuses around the world. Despite some success in the establishment of WGS in higher education, WGS has been the target of significant criticism. Detractors of WGS have charged that WGS is intellectually frivolous and that WGS teachers focus excessively on students' personal thoughts and experiences, are intolerant of differing opinions, present a narrow political ideology and, in many cases, cause distress to students. In contrast, WGS pedagogists have emphasized the importance of allowing students to express their thoughts and opinions and of developing openmindedness and scholarly, critical thinking. Further, they have asserted that WGS courses promote important educational goals, including increased awareness of sexism and other social inequities, more egalitarian attitudes toward women and other traditionally oppressed groups, and active community involvement to promote social equality. This review considers the empirical evidence for these competing opinions of the value and impact of WGS.

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Feminist Pedagogy

Currier¹

2020

Companion to Feminist Studies

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A review of the feminist pedagogy literature: The neglected child of feminist psychology

Cited by 36 publications

References 52 publications

Exploring the relevance of feminist pedagogy to community psychology: continuing the dialogue

Exploring the relevance of feminist pedagogy to community psychology: continuing the dialogue

Pedagogy and student change in the women's and gender studies classroom

Feminist Pedagogy

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