Projections of an emancipatory praxis experience through a feminist pedagogical framework

Abstract

Although the definitions of feminist pedagogy vary, the agreement is based on resisting hierarchy, using experience as a source of learning and transformative learning principles. The aim of this study was to analyse opinions about the experiences within a design project framework designed and structured within the framework of feminist pedagogical principles. The descriptive content analysis study is designed within the framework of the qualitative research approach. Fifty seven people participated in the course titled Gender and Education, which was conducted by the researcher at a state university in the spring semester of 2018–2019 academic year. A form with 13 open-ended questions prepared within the framework of the processes of the project was made accessible through Google Forms for the participants to fill. The written responses of the participants to the questionnaire were coded and transferred to the MAXQDA software program, and the data were analysed through descriptive content analysis.
 Keywords: Feminist pedagogy, praxis, gender and education, descriptive content analysis.

Okul Öncesi Eğitim Alan Beş Yaş Çocuklarının Meslek Seçimleri ve Cinsiyetlerine İlişkin Düşüncelerinin İncelenmesi

“…Bu görüşe paralel olarak bu çalışmanın bulguları daha önceki çalışmalarla benzerlik göstermektedir. Read'in (2011) Böyle bir ortamda öğrenen bireyler farklılıklardan korkmak yerine, farklılıklara saygı duyacaklar ve kendileri kadar başkalarının öğrenmesini de önemseyeceklerdir (Esen, 2019).…”