Potentialities of Participatory Pedagogy in the Women's Studies Classroom

Autor/in	Guillard, Julianne
Titel	Potentialities of Participatory Pedagogy in the Women's Studies Classroom
Quelle	In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 23 (2012) 1, S.50-62 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0882-4843
DOI	10.5406/femteacher.23.1.0050
Schlagwörter	Womens Studies; Classroom Techniques; Student Participation; Gender Issues; Sexuality; Feedback (Response); Teacher Student Relationship; Peer Relationship; Classroom Environment; Interviews; Student Behavior; Teaching Methods; Class Activities; Curriculum Implementation; Instructional Innovation; Educational Practices; Educational Strategies; Group Dynamics; Undergraduate Students + Suchen Sie Ihr Suchwort? Klassenführung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geschlechterfrage; Sexualität; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Klassenklima; Unterrichtsklima; Interviewing; Interviewtechnik; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Bildungspraxis; Lehrstrategie; Gruppendynamik
Abstract	In this article Julianne Guillard describes her loosely structured approach to student participation in her Introduction to Gender, Sexuality, and Women's Studies course. She describes this approach toward participation (which helps create a welcoming, "safe space" environment) along with feedback, both positive and negative, from previous students. Within the first week of class during each semester, she asks her students to define their means and methods of their participation, how they are "allowed" or not allowed to participate in the class. This exercise destabilizes and refocuses power dynamics (student-teacher; student-student; safe spaces/unsafe spaces) and privileges (the speaker and the listener; agreement and disagreement). Through feminist pedagogical (Maher and Tetreault) analysis of classroom behavior and student interviews, Guillard argues for a wide range of disciplines to employ this form of participatory pedagogy in their classrooms. This article details why norming classroom participation is a necessary tool for a progressive learning environment; how individual classes have created different means of communication and the benefits and detractions of each method; how norming benefits students (based upon student interviews); and possible areas of improvement for future implementation in different fields of scholarship outside the social sciences (STEM education, the humanities, etc.). (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