Literaturnachweis - Detailanzeige
| Autor/inn/en | Hess, Amie; Macomber, Kris |
|---|---|
| Titel | 'My Parents Never Read My Papers, but They Watched My Film': Documentary Filmmaking as Feminist Pedagogy |
| Quelle | In: Gender and Education, 33 (2021) 3, S.306-321 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Macomber, Kris) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0954-0253 |
| DOI | 10.1080/09540253.2020.1763921 |
| Schlagwörter | Film Production; Teaching Methods; Documentaries; Feminism; Sociology; Single Sex Colleges; Females; Social Justice; Undergraduate Students; Student Empowerment; Social Bias; Cooperative Learning; Student Attitudes; Student Role; Resistance (Psychology); Place Based Education |
| Abstract | Feminist classrooms employ a variety of teaching strategies that empower students and inspire equity and justice. In this paper, we argue that integrating student-made documentary filmmaking into the college classroom is a powerful and effective form of feminist teaching. Specifically, feminist pedagogy views students as knowledge creators and demands collaborative, non-hierarchical learning experiences. These outcomes suggest that documentary filmmaking is a compelling and effective way to engage students in our increasingly visual and video-based culture. Based on our experiences teaching sociology at a women's college in the U.S., we illustrate the impact that documentary filmmaking has for student learning, empowerment, and justice work. We also develop and strengthen students' technical, multi-media skills, arguing this outcome expands feminist pedagogy to meet contemporary culture. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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