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Feminist pedagogy is a pedagogical framework grounded in feminist theory. It embraces a set of epistemological assumptions, teaching strategies, approaches to content, classroom practices, and teacher-student relationships. Feminist pedagogy involves more than teaching; it creates a scholarship of teaching because it brings “connected learning” into the very heart of women’s studies as a research field. Feminist pedagogy addresses the power imbalances present in many westernized educational institutions and works toward de-centering that power. This method of learning embodies a symbiotic system of knowledge; a relationship between teacher and student in which both or all parties simultaneously learn from one another rather than a hierarchical passing of knowledge from teacher to student. It identifies the practical applications of feminist theory, while promoting the importance of social change, specifically within the institutional hierarchy found in academia. This pedagogy is a method of instruction which encourages the transformation of students from passive recipients of knowledge to active knowers who see themselves as agents of social change. It is employed most frequently in Women’s Studies classes, which aim to transform () from objects to subjects of inquiry. However, the use of feminist pedagogy is not restricted only to Women's Studies courses. To apply this philosophy in the classroom, feminist scholars must critically engage in dialogue and reflection about both what and how they teach, as well as how ''who'' they are affects ''how'' they teach. Feminist educators are driven by a vision of “a world which is not yet.” The standpoint of a feminist teacher is of the political nature and to help develop feminist analyses to inform and reform teachers’ and students’ ways of acting in and on the world. The theoretical foundation of feminist pedagogy is grounded in the critical theories of learning and teaching such as Paulo Freire's ''Pedagogy of the Oppressed''. Feminist pedagogy is an engaged process facilitated by concrete classroom goals in which members learn to respect each other's differences, accomplish mutual goals, and help each other reach individual goals. This process facilitates participatory learning, validation of personal experience, encouragement of social understanding and activism, and the development of critical thinking and open-minds. == Qualities of feminist pedagogy == Distinctive qualities of feminist pedagogy are the tradition of focusing on gendered subjects, and the opening of taboo topics for discussion. It is, at its core, about the feminist critique.〔 Feminist educators work to replace old paradigms of education with a new one which focuses on the individual's experience alongside acknowledgment of one's environment. It addresses the need for social change and focuses on educating the oppressed through strategies for empowering the self, building community, and ultimately developing leadership. Feminist pedagogy shares certain characteristics with critical pedagogy, but while critical pedagogy is not inherently feminist, feminist pedagogy has an explicit foundation in feminism. Like all forms of critical pedagogy feminist pedagogy aims "to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action.". What makes feminist pedagogy unique is its emphasis on gender. With origins in the women’s studies movement, women are at the center of feminist pedagogy. Feminist pedagogy aligns itself with many forms of critical pedagogy including those focused on race and ethnicity, class, postcolonialism and globalization. The introduction of the book ''Feminist Pedagogy: Looking Back to Move Forward'' explains the qualities, and distinctions from critical pedagogy, thus: "Like Freire’s libratory pedagogy, feminist pedagogy is based on assumptions about power and consciousness-raising, acknowledges the existence of oppression as well as the possibility of ending it, and foregrounds the desire for and primary goal of social transformation. However feminist theorizing offers important complexities such as questioning the notion of a coherent social subject or essential identity, articulating the multifaceted and shifting nature of identities and oppressions, viewing the history and value of feminist consciousness-raising as distinct from Freirean methods, and focusing as much on the interrogation of the teacher’s consciousness and social location as the student’s." 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Feminist pedagogy」の詳細全文を読む スポンサード リンク
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