Mainstream University Pedagogy in Feminist Perspective

Autor/inn/en	Naskali, Päivi; Keskitalo-Foley, Seija
Titel	Mainstream University Pedagogy in Feminist Perspective
Quelle	In: Gender and Education, 31 (2019) 1, S.100-116 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2017.1315057
Schlagwörter	Higher Education; Teaching Methods; Feminism; Textbooks; Student Diversity; Knowledge Level; Gender Issues; Sexuality; Neoliberalism; Foreign Countries; Textbook Content; Taxonomy; Power Structure; Ethnicity; Emotional Response; Social Influences; Finland + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Feminismus; Textbook; Text book; Schulbuch; Lehrbuch; Wissensbasis; Geschlechterfrage; Sexualität; Neo-liberalism; Neoliberalismus; Ausland; Lehrbuchtext; Taxonomie; Ethnizität; Emotionales Verhalten; Sozialer Einfluss; Finnland
Abstract	This article analyses university pedagogy by contrasting mainstream pedagogy and feminist pedagogical thought. The data consist of two textbooks, and we investigate what kinds of teaching, learning and knowledge the textbooks construct and what kinds of student and teacher positions they suggest. The inquiry shows that learning in the textbooks is seen as a strictly defined, hierarchical process and that ideal teaching stresses methods over content. The power of knowledge is not discussed, nor are gender, sexuality and other differences. Academics are seen as professional teachers who master teaching methods, and students are framed as customers. An assumed human sameness, marketisation of education, emphasis on vocational benefit and 'pathos of the new' were found to be themes guiding mainstream pedagogy. We suggest that feminist pedagogy can offer an alternative approach, one enabling a critical analysis of the power of knowledge and an awareness of differences among students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01