Practicing What We Teach: Feminist: Strategies for Teaching about Sexism

One Size Does Not Fit All: Conceptual Concerns and Moral Imperatives Surrounding Gender-Inclusive Financial Literacy Education

“…Humour and satire represent yet another approach to applying feminist pedagogies to counter hegemonic financial literacy education (Copp & Kleinman, 2008). Feminist humour, at its best, can 'make the familiar strange' (Copp & Kleinman, 2008, p. 112) in ways that disrupt takenfor-granted assumptions.…”

The Inclusion of Women's History in the Secondary Social Studies Classroom

“…Though many instructors may find student-centered teaching methods challenging Copp and Kleinman point out, "If we give up on student-centered teaching methods-failing to practice what we teach-then students are less likely to actively engage with feminist ideas. They may see us as militant, shoving feminist messages down their throats" (Copp & Kleinman, 2008).…”

“…There has also been call after call from academics for educators to incorporate women's history into their traditional social studies classes. These calls have made recommendations ranging from tying in primary sources, to utilizing feminist teaching methods, to shifting the emphasis from political/military/economic history to social history in which women's contributions have been recorded (Berkin, Crocco, & Winslow, 2009;Copp & Kleinman, 2008;Crocco, 1997;Cruz & Groendal-Cobb, 1998;Woyshner, 2011).…”

The Moral Panics of Sexuality

“…Still, feminist professors often shy away from integrating experiential forms of activism directly into the course curriculum and far too rarely use consciousness-raising exercises and assignments (Enns and Sinacore 2004), even though students benefit most from experiential assignments that prioritize reflection and "applied feminism" rather than cataloguing facts, engaging in passive learning, and working on less "hands on" assignments (Copp and Kleinman 2008).…”