Against from Within: Finding Feminist Pedagogical Spaces between Academic Institutional Margins

Watson, Georgann Cope

doi:10.1353/ftr.0.0022

Cited by 2 publications

(9 citation statements)

References 10 publications

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“…With this technique, teachers provide guidelines for students letting them know that their grade is based on sharing the talking space and allowing all to have their voices heard. Those who use evidence relevant to the context of the class score higher points than those who base their comments on personal opinion (Watson, 2008).…”

Section: !mentioning

confidence: 95%

“…29! Mwangi, 2009;Musial, 2011;Spencer, 2015;Watson, 2008). Diversity is defined as differences based on social categories like gender, race, sexuality, class, and others (Adams, 2013).…”

Section: Diversitymentioning

confidence: 99%

“…Collaboration is a foundational aspect of feminist pedagogy. This applies to teachers facilitating student-to-student learning and teachers reflecting and building on their own teaching practices (Gardner, Dean, & McKaig, 1989;Kazemek, 1989;Regan, & Brooks, 1995;Sykes, 1996;Thurber, & Zimmerman, 2002;Watson, 2008). Collaboration can be defined as, "The !…”

Section: !mentioning

confidence: 99%

“…Finally, collaboration is defined as, the ability to work with a group, offering support to each other, and creating a synergistic environment for everyone (Regan & Brooks, 1995). This surfaces in student-to-student learning and where the teacher reflects and builds on these practices (Gardner, Dean, & McKaig, 1989;Kazemek, 1989;Regan & Brooks, 1995;Sykes, 1996;Thurber & Zimmerman, 2002;Watson, 2008). The teacher facilitates the learning so that students can interact cooperatively (Kazemek, 1989).…”

Section: Collaborationmentioning

confidence: 99%

“…This includes the teacher showing students how to use knowledge to empower each other, and not overpower their peers by focusing on the collective responsibility of a group (Gardner, Dean, & McKaig, 1989). Strategies like giving students a space to speak without interruption by peers while also and calling on each other to hear opinions are examples of collaborative practices (Watson, 2008). These teachers teach their students to use their voice to build relationships and empower each other to shift the culture (Thurber & Zimmermen, 2002).…”

Section: Collaborationmentioning

confidence: 99%

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A Feminist Critical Discourse Analysis of the National Board for Professional Teaching Standards

Urbain

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This research is a feminist discourse analysis of the National Board for Professional Teaching Standards Five Core Propositions. The goal of this project is to shift the focus of educational discourse away from teachers' gender and look towards their teachers' teaching abilities as compared to the professional standards laid out in the NBPTS. It demonstrates that the national expectations placed on teachers are feminist and addresses and discredits current patriarchal discourse and policies in the field of education. This is accomplished through a close reading of the Five Core Propositions, drawing connections between the expectations in the document and the feminist values of care, diversity, and collaboration. The results uncover that the National Boards for Professional Teaching Standards espouse feminist values while discrediting patriarchal values. Because of this, the educational community must push policy makers and pundits to change their patriarchal expectations of teachers to align with the feminist values of the national standards.

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Section: !mentioning

confidence: 95%

“…29! Mwangi, 2009;Musial, 2011;Spencer, 2015;Watson, 2008). Diversity is defined as differences based on social categories like gender, race, sexuality, class, and others (Adams, 2013).…”

Section: Diversitymentioning

confidence: 99%