Feminist Thinking as an Aid to Teaching Social Work Research

Krane, Julia

doi:10.1177/088610999100600404

Cited by 8 publications

(4 citation statements)

References 18 publications

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“…In addition to implementing feminist pedagogy in areas of higher education, teachers have also employed feminist pedagogy in elementary classrooms (Christie, 1997) and in high school classrooms (Brady, 1994). Concepts of feminist pedagogy have even been applied to areas outside the education arena, such as computer labs (Parry, 1996), at professional conferences (Bell, 1993), as well as in human interactive arenas such as social work practice (Krane, 1991). Although feminist pedagogy evolved from feminist social practice, it is not about teaching female dominance or the promotion of feminism in learning environments.…”

Section: Feminist Pedagogymentioning

confidence: 99%

A matter of race and gender: An examination of an undergraduate music program through the lens of feminist pedagogy and Black feminist pedagogy

Grissom-Broughton

2019

Research Studies in Music Education

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Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. This study examines ways feminist pedagogy and Black feminist pedagogy are integrated into the undergraduate music program at Spelman College, a historically Black college for women. Using Barbara Coeyman’s four principles of traditional feminist pedagogy for women’s studies in music and the general music curriculum (i.e., diversity, opportunities for all voices, shared responsibility, and orientation to action) as a theoretical framework, the following three components were examined for this study: content (curriculum and course design), context (structural influences of gender and race), and pedagogy (classroom instruction and learning outcomes). The analysis of data ascertained through triangulated measures of interviews, observations, and document collection provided suggestions as to how music educators can design and teach within a music environment that is socially and culturally inclusive for all students.

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Section: Feminist Pedagogymentioning

confidence: 99%

A matter of race and gender: An examination of an undergraduate music program through the lens of feminist pedagogy and Black feminist pedagogy

Grissom-Broughton

2019

Research Studies in Music Education

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“…Many research faculty have concluded that research is not simply a neutral methodology, a discipline for finding out, a way of dispassionate theory building, but is inherently ideological and value laden. Some favor a heuristic post-modernism (Tyson, 1995), others value a feminist perspective (Calderwood, 2002;Globerman & Chan, 2000;Kane, 1991), and still others argue for a social justice emphasis Pelton, 2001;.…”

Section: Ideologymentioning

confidence: 99%

Innovations in teaching social work research

Hardcastle¹,

Bisman²

2003

Social Work Education

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This article reviews the innovations in teaching research in social work education, including conceptual material and specific examples. There is attention to the ideological differences inherent in research and its instruction, methodology/technology innovations, and integrative and group approaches, among other developments. Examination of three major models of research instruction and their assumptions about the purpose of research in social work is presented. Discussion about ethical codes and curricular guidelines for social work programs in the United States and theUnited Kingdom provides a framework to understand the importance of teaching and learning research for the social work profession.

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“…Moreover, the root cause of physical and psychological violence against women was viewed as this inequity of power (Bentzel & York;1988;Boulette & Andersen, 1985;Busch & Valentine, 2000;Chodorow, 1978;Davis & Srinivasan, 1995;Dobash & Dobash, 1979;Gilligan, 1982). Feminists believed that feminist counseling offered an alternative paradigm to psychoanalytical theory, which was viewed as positing a basic assumption of female inferiority and often subtly blaming women for their own victimization (Bentzel & York, 1988;Bricker-Jenkins & Hooyman, 1986;Chodorow, 1978;Coates & McKay, 1995;Davis & Srinivasan, 1995;Dobash & Dobash, 1979;Gilligan, 1982;Krane, 1991;J. Miller, 1976;Sands & Nuccio, 1992;Stere, 1986;Zelvin, 1999).…”

mentioning

confidence: 99%

Translating Principles into Practice: Implementing the Feminist and Strengths Perspectives in Work with Battered Women

Black

2003

Affilia

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This study examined the narratives of battered women to determine whether court advocates used principles of the feminist and strengths perspectives to assist the women in obtaining protective orders and devising safety plans. The results indicated that advocates were using principles of these perspectives. Advocates uncovered women’s strengths, often reinforcing the steps the women had taken to effect positive change in their lives, and gave the women information on resources. Most of the women were satisfied with the services and believed that the advocates showed concern about their plight. Taking time to listen was cited as a major aspect of that display of concern.

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Feminist Thinking as an Aid to Teaching Social Work Research

Cited by 8 publications

References 18 publications

A matter of race and gender: An examination of an undergraduate music program through the lens of feminist pedagogy and Black feminist pedagogy

A matter of race and gender: An examination of an undergraduate music program through the lens of feminist pedagogy and Black feminist pedagogy

Innovations in teaching social work research

Translating Principles into Practice: Implementing the Feminist and Strengths Perspectives in Work with Battered Women

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