Feminism : A Common Goal Of Actualizing Social Justice Through Teaching And Learning Methods

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Micciche argues that feminist pedagogies “share a common goal of actualizing social justice through teaching and learning methods” (128). She feels that pedagogy has the opportunity to address and change social issues through local and personal experiences. She discusses the four waves of feminists to show that feminism has expanded form women’s issues to many other issues in society. She uses Howe, Bolker, Annas, and Flynn to support her belief that females should have a voice and use their personal experience to validate themselves and break-down historical norms. She discusses how Jarratt and Bauer promote “confrontation and discomfort” centered feminist classrooms to “negotiate the oppressive discourses of racism, sexism, and classism” (134). Micciche addresses emotion and how feminist question the connections between power/control and emotion/embodiment and how it is “relational and social rather than exclusively interiorized and private” (137). Queen pedagogy and identity- based pedagogy correlate to Feminist pedagogy because they all “question the process of normalizing dominant assumptions and beliefs” and challenges teachers to check their own pedagogy (138). Wilson, Lewiecki-Wilson, and Dolmage argue that it is up to the teacher and school to adapt disabilities because “disability is always present” because no one is perfect (139). Feminist pedagogies are flexible: they are not stand-alone practices since they intersect with other categories of difference

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