Uncomfortable classrooms: Rethinking the role of student discomfort in feminist teaching

Abstract

2. I believe, though, that there is a significant difference in the effects of reflection when it comes to research and teaching, mainly because the cognitive processes that are put into action through reflection above all affect the one who is performing the reflection. 3. Sonja. 4. Maja. 5. Catrine. For a longer transcript and analysis of this particular excerpt, see Pereira, this issue. 6. Sissel. References Ahmed S (1997) 'It's a suntan isn't it?' Autobiography as an identificatory practice. In: Mirza HS (ed.

Feminist Pedagogy and the Socratic Method: Partners in the Classroom or a Disaster Waiting to Happen?

“…Perhaps this is true in the abstract when discussing the ideas of others, but when it comes to their ideas, which presumably could influence their self-esteem, the survey responses were slightly more negative. We hyptohesized that when the Socratic method focused on the individual student, didactic discomfort (Pereira, 2012) did occur. Rather than viewing this discomfort as a moment to reexamine personal views, however, they perceived the individual focus as personal rather than an attempt to push students past their comfort zones.…”

“…Rather, this technique seems to have highlighted the students' discomfort as it relates to defending or questioning their own views (and, at least in one case, their own morals). Yet, this discomfort is often a component of feminist pedagogy (Pereira, 2012). At its core, challenging settled "facts" and asking students to defend their views will inherently cause discomfort as students and the professors are required to critically analyze themselves.…”

“…Several scholars note, however, that such discomfort must occur under the right conditions, including within a safe space (Spencer, 2015) and with enough time (see Pereira, 2012). According to Spencer (2015), creating a safe space was one of four key practices in feminist classrooms.…”

“…Third, by creating a safe space for students to express their views and challenge the claims of the professor and fellow classmates, students develop confidence in themselves and their abilities (Stake & Hoffman, 2000). Finally, discussions allow students to question the taken-for-granted and dissect "settled matters," especially those that are socially constructed (Boxer, 1982;Pereira, 2012). As such, students become "empowered knowledge-producers" rather than "passive knowledge-consumers" (Chow, Fleck, Fan, Joseph, & Lyter, 2003, p. 260).…”

“…As Boler (1999) and Linkon (1992) argue, these moments of discomfort can lead students to reexamine their own views, the basis of those views, and the power embedded in existing knowledge creation. Arguably, the Socratic method could be a technique used in a feminist-oriented classroom, particularly in a classroom centered on legal discussions.…”