Book
Feminist pedagogy in higher education : critical theory and practice / Tracy Penny Light, Jane Nicholas and Renée Bondy, editors.
"Contributors from a variety of disciplines provide a critical context for the relationship between feminist pedagogy and academic feminism by exploring the complex ways that critical perspectives can be brought into the classroom. This book discusses the processes employed to engage learners by challenging them to ask tough questions and craft complex answers, wrestle with timely problems and posit innovative solutions, and grapple with ethical dilemmas for which they seek just resolutions. Diverse experiences, interests, and perspectives--together with the various teaching and learning styles that participants bring to twenty-first-century universities--necessitate inventive and evolving pedagogical approaches, and these are explored from a critical perspective. The contributors collectively consider the implications of the theory/practice divide, which remains central within academic feminism's role as both a site of social and gender justice and as a part of the academy, and map out some of the ways in which academic feminism is located within the academy today." -- Publisher's description.
Détails de la notice
- ISBN : 9781771121149
- ISBN : 1771121149
- Description physique : xi, 331 pages : illustrations ; 23 cm
- Éditeur : Waterloo, Ontario : Wilfrid Laurier University Press, [2015]
- Droit d'auteur: ©2015
Descriptions du contenu
- Note de bibliographie, etc.:
- Includes bibliographical references and index.
- Note de dépouillement structurée :
- Feminist Pedagogy in Higher Education / Renée Bondy, Jane Nicholas, and Tracy Penny Light -- A Restorative Approach to Learning: Relational Theory as Feminist Pedagogy in Universities / Kristina Llewellyn and Jennifer Llewellyn -- Feminist Pedagogy in the UK Classroom: Limitations, Challenges, and Possibilities / Jeannette Silva Flores -- Activist Feminist Pedagogies: Privileging Agency in Troubled Times / Linda Briskin -- Classroom to Community: Reflections on Experiential Learning and Socially Just Citizenship / Carm De Santis and Toni Serafini -- Fat Lessons: Fatness, Bodies, and the Politics of Feminist Classroom Practice / Amy Gullage -- Engaged Pedagogy Beyond the Lecture Hall: The Book Club as Teaching Strategy / Renée Bondy -- Teaching a Course on Women and Anger: Learning From College Students about Silencing and Speaking / Judith A. Dorney -- Beyond the Trolley Problem: Narrative Pedagogy in the Philosophy Classroom / Anna Gotlib -- The Power of the Imagination-Intellect in Teaching Feminist Research / Susan V. Iverson -- From Muzzu-Kummik-Quae to Jeanette Corbiere Lavell and Back Again: Indigenous and Feminist Approaches to the First-Year Course in Canadian History / Katrina Srigley -- Don't Mention the "F" Word: Using Images of Transgressive Texts to Teach Gendered History / Jacqueline Z. Wilson -- Rethinking "Students These Days": Feminist Pedagogy and the Construction of Students / Jane Nicholas and Jamilee Baroud -- Feminist Pedagogies of Activist Compassion: Engaging the Literature and Film of Female Genital Cutting in the Undergraduate Classroom / Jennifer Browdy de Hernandez -- "I Can't Believe I've Never Seen That Before!": Feminism, the "Sexualization of Culture," and Empowerment in the Classroom / Tracy Penny Light -- Jane Sexes It Up...on Campus? Towards a Pedagogical Practice of Sex / Maggie Labinski.
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| Localisation | Cote / Notes | Code à barres | Localisation | Modificateur de prêt | Réservation possible? | Disponibilité | Échéance | Cours |
|---|---|---|---|---|---|---|---|---|
| Lansdowne Library | LC 197 F4745 2015 (Text) | 26040003188535 | Main Collection | Réservation d’un volume | Disponible | - |
- Book News
Contributed by educators working in various disciplines in North America, the UK, and Australia, the 15 essays in this volume examine feminist pedagogy in higher education. They address the influence of corporatization on teaching and learning; the role of reflexivity in learning, with discussion of fat studies, the use of book clubs, a course on women and anger, and philosophy; and new directions, such as teaching Canadian history, teaching about female genital mutilation, teaching gender history, the effects of the media, and sexuality in the classroom. The essays were adapted from a panel presentation at the Canadian Conference of Women's History (CCWH-CCHF) in August 2010, âEdging Forward, Acting Up: Gender and Women's History at the Cutting Edge of Scholarship and Social Action,â held in Vancouver. Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com) - Ingram Publishing Services
In this new collection, contributors from a variety of disciplines provide a critical context for the relationship between feminist pedagogy and academic feminism by exploring the complex ways that critical perspectives can be brought into the classroom. - Perseus Publishing
In this new collection, contributors from a variety of disciplines provide a critical context for the relationship between feminist pedagogy and academic feminism by exploring the complex ways that critical perspectives can be brought into the classroom. This book discusses the processes employed to engage learners by challenging them to ask tough questions and craft complex answers, wrestle with timely problems and posit innovative solutions, and grapple with ethical dilemmas for which they seek just resolutions. Diverse experiences, interests, and perspectivesâtogether with the various teaching and learning styles that participants bring to twenty-first-century universitiesânecessitate inventive and evolving pedagogical approaches, and these are explored from a critical perspective. The contributors collectively consider the implications of the theory/practice divide, which remains central within academic feminismâs role as both a site of social and gender justice and as a part of the academy, and map out some of the ways in which academic feminism is located within the academy today. - Univ of Toronto Pr
In this new collection, contributors from a variety of disciplines provide a critical context for the relationship between feminist pedagogy and academic feminism by exploring the complex ways that critical perspectives can be brought into the classroom.
This book discusses the processes employed to engage learners by challenging them to ask tough questions and craft complex answers, wrestle with timely problems and posit innovative solutions, and grapple with ethical dilemmas for which they seek just resolutions. Diverse experiences, interests, and perspectivesâtogether with the various teaching and learning styles that participants bring to twenty-first-century universitiesânecessitate inventive and evolving pedagogical approaches, and these are explored from a critical perspective.
The contributors collectively consider the implications of the theory/practice divide, which remains central within academic feminismâs role as both a site of social and gender justice and as a part of the academy, and map out some of the ways in which academic feminism is located within the academy today.