Feminist Pedagogy : Dialogic Spaces

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Feminist Pedagogy: Dialogic Spaces in the Classroom

Feminist pedagogy begins with a vision of what education might be….
-Shrewsbury, 1987, p. 166.
Historically, feminist pedagogy has emerged from the women’s movement (Briskin, 1990; Chow et al., 2016; hooks, 1994). Hence, feminist pedagogy cannot be defined as a mere instructional principle, strategy, or method. It is a praxis of social change that is rooted in a concept of dialogic education as the practice of freedom (Freire, 1988) from all forms of oppression, violence, domination, discrimination, and phobia. According to Briskin (1990), “The intrinsic link between feminist pedagogy and organizing for social change reflects the connection between the classroom and the world outside it, and the feminist understanding that change is necessary and must be systemic” (p. 23). Therefore, feminist pedagogy has been intricately connected with the Paulo Freire’s works. For example, bell hooks (1994) writes that she “had learned so much from his works, learned new ways of thinking about social reality that were liberatory” (p. 45). She has also contested his pedagogies with a critical lens on the sexism in his works (hooks, 1984; 1994). In this critical view, the concept of pedagogy is not about instrumental teaching strategies but about a situated praxis or “a reflection and action upon the world in order to change it” (Freire, 1970, p. 51). In a broader view of the dialogic praxis as pedagogy may be

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