Team Teaching "Gender Perspectives": A Reflection on Feminist Pedagogy in the Interdisciplinary Classroom

Autor/inn/en	De Welde, Kristine; Foote, Nicola; Hayford, Michelle; Rosenthal, Martha
Titel	Team Teaching "Gender Perspectives": A Reflection on Feminist Pedagogy in the Interdisciplinary Classroom
Quelle	In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 23 (2013) 2, S.105-125 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0882-4843
DOI	10.5406/femteacher.23.2.0105
Schlagwörter	Teaching Methods; Interdisciplinary Approach; Teacher Collaboration; Feminism; Power Structure; Critical Thinking; Case Studies; Gender Issues; Sexuality; Epistemology; Higher Education; Florida + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerkooperation; Feminismus; Kritisches Denken; Case study; Fallstudie; Case Study; Geschlechterfrage; Sexualität; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This paper explores the potential of collaborative interdisciplinary teaching as a mechanism for advancing feminist pedagogies. The authors, individually and collectively, engage in feminist academic work (e.g., scholarship and teaching) that challenges traditional academic expectations in their disciplines and at their institution. The authors do this in spite of their understanding that power relations within the academy and in traditional academic disciplines tend to marginalize methodologies that promote emancipatory and progressive ideas. Furthermore, they embrace academic feminism, particularly in the classroom, as having interdisciplinary potential in its ability to draw from multiple fields of thought simultaneously to help students develop critical approaches that ultimately contribute to equity and equality, within and beyond the academy. The focus of this article is to contribute to the discussion of the promises and drawbacks of interdisciplinary feminist pedagogies and collaborative teaching by providing a case study of feminist interdisciplinarity that is truly integrative, as conceived and implemented in a team-taught Gender Perspectives course delivered by the four authors in 2009 and 2012. (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01