Becoming Scholars in an Interdisciplinary, Feminist Learning Context

Autor/inn/en	Pileggi, Victoria; Holliday, Joanna; de Santis, Carm; Lamarre, Andrea; Jeffrey, Nicole; Tetro, Maria; Rice, Carla
Titel	Becoming Scholars in an Interdisciplinary, Feminist Learning Context
Quelle	In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 26 (2017) 1, S.29-52 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0882-4843
DOI	10.5406/femteacher.26.1.0029
Schlagwörter	Scholarship; Interdisciplinary Approach; Feminism; Transformative Learning; Student Empowerment; Learning Processes; Student Development; Curriculum Development; Advanced Courses; Graduate Students; Foreign Countries; Grounded Theory; Cooperative Learning; Outcomes of Education; Writing Exercises; Educational Attitudes; Reflection; Student Educational Objectives; Canada + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Feminismus; Pädagogische Transformation; Studienberechtigung; Learning process; Lernprozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fortgeschrittenenunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Kooperatives Lernen; Lernleistung; Schulerfolg; Schreibübung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Kanada
Abstract	It is within the overlap of three gaps in the literature on feminist classrooms (lack of initiation, student representation, and evaluation) that the authors situate this paper. In conceptualizing this paper, they wanted not only to describe a context from which others can consider their own present or future offerings of feminist, interdisciplinary classrooms, but to do so from a primarily student-centered perspective and one that traced the ways that the instructor mounted the course. The aim of this article is not to prescribe a pedagogic method, but rather to model the type of thinking that shaped the authors' Becomings experience and to demonstrate the potential outcomes that can arise when each participant is empowered as an equal stakeholder in the learning dynamic. They sought to reflect on their entire learning process from the initiation of their cooperatively named Becomings course to its delivery and assessment. (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