Overview of Women's Movements as Prelude to Feminist Ped 0

Myths:

1) feminism is unified (multiple, conflicted, varied ideol gical grounds & goals.

2) feminism is for/about womenIWoman only (gender e uality, critique of patriarchy)

3) feminism emerged in 1960's, an American phenomen
bashing bra burners. (no bras ever burned, & M
Vindication of the Rights of Woman in England
equality and equal access to economic/governan
4) work of feminism has been fulfilled in contemporary
, comprised of radical, male-
Wollstencraft published A
n 1792 arguing for gender
e. One of first feminist tracts.
ociety (see Faludi, Backlash)

Most identify 3 waves of feminism:

1) 1st wave 1848--1925. characterized by call for "righ ", specifically voting/suffrage,
right to education, property rights after marriage reproductive rights. 1848
Seneca Falls Convention first women's rights me tings, Lucretia Mott & Elizabeth
Cady Stanton keynote speakers. Rhetoric tied to abolitionist movement, later
impeded by split btw gender rights/slavery rights increasingly white, middle­
class.
--2 ideologica1frhetorical strains: 1) gender simiJiarity = ender equality. Major issues are
access to and representation in public sphere.
2) cult of domesticity (cult of trut womanhood). "Woman" naturally nurturing,
kind, peaceful, different than men and access/p icipation will change the world
into a kinder. gentler place
--1920 19th amendment ratified giving women the vote. Domesticity issues most
influential in passing this; reinforced dominant v ews of women as the gentle sex.
--not widespread exercise of voting rights, and deep ide logical chasm among women as
well as btw women & men. 1925 law fails that woul ban child labor, ends wave.

2) 2nd wave 1960's to 1980's: characterized by dissatis action with domestic sphere,
consciousness raising, collective struggle, sisterhoo goals increased representation,
access, transformation of social roles, reproductive/s xual equality, linked to civil
rights, political protest against VietNam. Betty Frie Feminine Mystique & Simone
de Beauvoir Second Sex major treatises of this wave Post WWII, Rosie the Riveter
phenomenon, women forced back into homes rheto ally & economically.
--grassroots groups privilege inclusiveness, collaboratio ,valorizing women's
private/domestic exp, sexuality (cervix-gazing). "W man" recognizes oppression and
shared experiences amongst one's "sisters." "Person is political"
-- heated splits between middle-class white liberal femi sm and radical Marxist, Black
women for whom economic rights supercede person 1 fulfillment. reject "Woman" as
universalizing, essentialist category
--failure to ratify ERA in 1973 marks dissolution of this ave. ERA text: "Equality of the
rights under the law shall not be deined or abridged y the US or by any State on
account of sex."
3) 3rd wave 1980's to present. characterized by fragm ntation, multiple agendas,
theories and practices, enacted in academic spheres Collective social movement
comprised of diverse and often conflicting ideologi s. strains replicate early rhetoric
btw Woman vs women, dissent along lines of class ethnicity, changes in public
policy vs. social consciousness, and methods for ch ge.
--Revalorists: re-value women's experience and cultur products (Gilligan)
--Revisionists: re-cover women's contributions (wome speakers & legislatures)
--Womanists: specific to Black women's experience, n ds, desires (Walker)
--Separatists: create own woman-centered utopia (spiri uality)
--Radical (often Marxist): deconstruct and re-constitut feminist systems. change must
be systemic.

All these histories, agendas, and practices are present "thin current feminist pedagogical
practice. What conttutes "woman/women?" What kind of degree of change is
required for equality & social justice? How link to ther systems of oppression?
 SPCM 531: Readings in Feminist Pedagogy Pineau/Summer 98

List of Readings

~hreWSbUry, C. (1993). What is feminist pedagogy? Wo en's Studies uarterl 3 & 4,8-15.
- ggJDii@uilu1iad., N. (1993). Teaching feminist process in the 1990's. Women's Studies Quarterly. 3
& 4. 17-29
VManicom, A. (1992). Feminist pedagogy: Transformation, standpoints, and politics. Canadian
Journal of Education. 17 (3), 365-377.
Bel~, M. F., Clinchy, B. M., Goldberger, N.R., & Taro e, J.M. (1986). Connected teaching. In
Women's wa s of knowin : The develo ment of s if voice and mind (pp.214-229).
New York: Basic Books.
~le¥;=l). (1990). book review of Bitter milk: Women d teachin ,by Madeline Grumet.
Harvard Educational Review. 60 (4), 527-533.
y1looks, b (1989). toward a revolutionary feminist pedago y. and black and female: reflections

on graduate schooL In Talkin back: Thinkin fe inist thinkin black. Boston: South

End.

CaQlJEK, S. (1995). Reflections on 'male bashing'. NWSA oumal 7 (2), 76-83.

VWeiler, K. (1991). Friere and a feminist pedagogy of dif£ rence. Harvard Educational Review.
61 (4),449-474.
Berry, E., & Black, E. (1993). The integrative learningjo al (or, getting beyond "true
confessions" and "cold knowledge". Women's Stu ies uarterl 3 & 4, 88-93.
Fiol-Matta, L. (1993). Litmus tests for curriculum transfo ation. Women's Studies Quarterly. 3
& 4, 161-163.
Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths
of critical pedagogy. Harvard Educational Review 59 (297-384).
Luke, C. (1996). Feminist pedagogy theory: Reflections n power and authority. Educational
Theory. 46 (3), 283-302.
Taylor, S. (1995). Feminist classroom practice and cultur I politics: 'Girl number twenty' and
ideology. In Holland, J., Blair, M., Sheldon, S., (E .) Debates and issues in feminist
research and pedagogy. (pp. 3-22) Clevedon, UK: Multilingual Matters.
Britzman, D. (1995). Is there a queer pedagogy?: Or, stop reading straight. Educational Theory.
45 (2), 151-165.
Martindale, K. (1992). Theorizing autobiography and rna erialist feminist pedagogy. Canadian
Journal of Education. 17 (3) 321-340.
Hoffmann, F., & Stake, J. (1998). Feminist pedagogy in t ory and practice: An empirical
investigation. NWSA Journal. 10 (1) 79-93.
Dunn, K. (1993). Feminist teaching: Who are your studen s? Women's Studies Quarterly. 3
& 4,39-45.
Sapon-Shevin, M. & Schneidewind, N. (1991). Cooperat e learning as empowering pedagogy.
(pp. 159-317). In Sleeter, C (Ed.). Empowerment tough multicultural education, New
York: SUNY Press.
Caldwell, K. ( ). All that jazz talk: Possibilities for collab ative conversation in the college
classroom. Transformations. 9 (1), 57-67.
Thompson, A., & Gitlin, A. (1995). Creating spaces for re onstructing knowledge in feminist
pedagogy. Educational Theory, 45 (2) 125-150.
Lewis, M., & Simon, R. (1986). A discourse not intended for her: Learning and teaching within
patriarchy. Harvard Educational Review. 56 (4), 4 7-472.
Potts, T., Price, J. (1995). 'Out of the blood and spirit of 0 lives': The place of the body in
academic feminism. (102-115). In Morley, L., & WIsh, V. (Eds.). Feminist academics:
Creative agents for change. London: Taylor & Fr cis.
Overall, C. (1997). Feeling fraudulent: Some moral quan ies of a feminist instructor.
Educational Theory, 47 (1) 1-13.
Walsh, V. (1995). Transgression and the academy: Femi ists and institutionalization. (pp. 86­
101). In Morley, L., & Walsh, V. (Eds.). Feminist ademics: Creative a ents for chan e.
London: Taylor & Francis.
Lather, P. (). Feminist perspectives on empowering rese ch methodologies. ? 292-307.
hooks, b. (1994). Theory as liberatory practice. (pp. 59-7 ). In Teaching to transgress:
Education as the practice of freedom. New York: outledge.
Shrewsbury, C. (1993). Feminist pedagogy: An updated ibliography. Women's Studies
Quarterly. 3 & 4, 148-160.
Riger, S., Brecke, C., & Wiederhold, E. (1995). Dynamics f the pluralism classroom: A selected
bibliography. NWSA Journal. 7 (2) 58-75.
 Bihilograpby: feminist te practices
--Amy Goodloe agoodloe@mercury.sfsu.edu

- Brown, Julie. "Theory and Practice: What Exactly is Feminist Peda gy?" The Journal of General Education
41 (1992): 51ff

Finke, Laurie. "Knowledge as Bait: Feminism, Voice, and the Peda ogical Unconscious." College English
55.1 (Jan 93): 7-17.

Gore, Jennifer. The Struggle for Pedagogies: Critical and Feminist iscourse as Regimes of Truth. NY:

Routledge, 19?

~-:--:--. "What Can We Do for You! What Can We' Do for 'You' : Struggling Over Empowerment in

Critical and Feminist Pedagogy. Educational Foundations 4.3 (S er 90): 5ff

Jadwin, Lisa. "Mirroring: A Strategy for Handling Hate Speech in t e Classroom." Concerns 23.1 (Winter

1993): 22-28.

Kecht, Maria Regina, ed. Pedagogy is Politics: Literary Theory and ritical Teaching. Urbana: U oflllinois P,

1992.
Krubbs, Paula. "Feminist Teaching, Women's Studies, and Instituti ns." Text and Context 4 (Autumn 90):
66-69.

X Luke, Carmen. "Post-marked from the Margins: Feminist Pedagog and Practice." The Review of Education
14.4 (1992): 329
1
I <Maher, Frances A. and Mary Kay Thompson Tetreault. The Fe . t Classroom. NY: Basic Books, 1994.

"X Manicom, Ann. "Feminist Pedagogy: Transformations, Standpoint and Politics." Canadian Journal of
Education 17.3 (Summer 92): 365ff

__ Mullin, Joan. "Feminist Theory, Feminist Pedagogy: The Gap Bet en What We Say and What We Do."
Composition Studies 22.1 (Spring 94): 14ff

Ritchie, Joy. "Confronting the 'Essential' Problem: Reconnecting F minist Theory and Pedagogy." Journal of
Advanced Composition 10.2 (Fall 90): 249-273.

Romney, Patricia, et al. "Feminist Strategies for Teaching About pression: The Importance of Process."

Women's Studies Quarterly 20.1-2 (Spring 92): 95-110.

Ryan, Maureen. "Classrooms and Contexts: The Challenge of Fe . .st Pedagogy." Feminist Teacher 4.2-3

(Fall 89): 39ff

Scanlon, Jennifer. "Feminist Pedagogy and Everyday Teaching: R ults of a Women's Studies Program

Self-Study." Transformations 4.1 (Sp93): 70ff

=--:--:_. "Keeping Our Activist Selves Alive in the Classroom: Fe . ist Pedagogy and Political Activism."

Feminist Teacher 7.2 (Spring 1993): 8-14.

'Shrewsburg, Carolyn. "What is Feminist Pedagogy?" Women's St dies Quarterly 21.3-4 (Fal193): 8-16.

~Weiler, Kathleen. "Freire and a Feminist Pedagogy of Difference." arvard Educational Review 61.4 (Nov
94): 449-474.

Wood, Robert. "The Dialectic Suppression of Feminist Thought in

adical Pedagogy. " Journal of Advanced
Composition 13.1 (Winter 93): 79ff
 Womens Studies Quarterly 199J: J &., 149

Theory
The most noteworthy aspect about these works compared to those listed
Feminist Pedagogy:
in the earlier bibliography (in the section on principles) is the extent to which
An Updated Bibliography
the concepts of Postmodernism have infused feminist thinking about
pedagogy.

Ellsworth, Elizabeth. ·Why Doesn't This Feel Empowering? Working through

Carolyn M. Shrewsbury the Repressive Myths of Critical Pedagogy.ff Harvard Ed'UCational Review 59,
no. 4 (1989): 297-324. (Also in Luke and Gore.)
Fuss, Diana. Essentially Speaking Feminism, Nature and Difference. New York:
Routledge, 1989, chap. 7.
Feminist pedagogy is noW su~iect to much more critical evaluation than was
Giroux, Jeanne Brady. "Feminist Theory as Pedagogical Practice." Contem·
true when the original version of this bibliography was prepared. This de·
porary Ed'UCation 61, no. 1 (September 1989): 6-10.
velopment is welcome. providing evidence of the vitality of feminist pedag·
Gore, Jennifer. The Struggle for Pedagogies: Critical and Feminist DisroHTses as
ogy and sdJOlarship. Further. feminist scholars are exploring ways
to Regimes of Truth. New York: Routledge, 1993.
integrate feminist pedagogy into traditional courses and into all disciplines. ___. "What Can We Do for You! What Can 'We' Do for 'You'?: Struggling
Many more wnnectioJls are being forged between feminist pedagogy and Over Empowerment in Critical and Feminist Pedagogy." Educational Faun·
other liberatory pedagogies and theoretical perspectives. dations 4, no. 3 (June 1990): 5-26. (Also in Luke and Gore.)
works oublished after the preparation of the original bib· bell. - ... - . . ...
liography is by no means COmPlt;::.<::. ,. u~~v, .. - , •
1989.
of useful works readily available in many university libraries. Although the
Lather, Patti. Getting Smart: Feminist Research and Pedagogy wilhin tlu! Postmodern.
separation between course content and the process of teaching that con·
New York: Routledge, 1991.
lent is somewhat artificial, the focus here is on works that are focused primal"
Lewis, Magda. "Interrupting Patriarchy: Politics. Resistance, and Transfor·
ily on the process of teaching, especially in classroom settings.
mation in the Feminist Classroom." Harvard Educational Rroiew 60 (1990):
'467-88.
Magda Gere. Wi/hoot a Word: Teaching Beyond Womens SUeriCe. New York:
Collections
All of the works below include materials on topics other than feminist pe· Routledge, 1993.
dagogy. but all have some useful materials directly focused on feminist pe' , Frinde. "Toward a Richer Theory of Feminist Pedagogy: A Compar·
dagogy. Annas and Maher are most accessible to the novice feminist ison of ,Liberation' and 'Gender' Models for Teaching and Learning'"1011r·
pedagogue. Luke and Gore have collected essays that even the most ex­ nal of Ed'UCation 169, no. 3 (1987): 91-100.
perienced feminist teacher will savor. With two exceptions, I have not. Kathryn Pauly. "The Perils and Paradoxes of Feminist Pedagogy."
separately listed other versions of the articles collected in these works. Resourcesfor Feminist Research (DFRJDRF) 16, no. 4 (December 1987): 49-52.
,Kathleen. "Freire and A Feminist Pedagogy of Difference." Hm'Vard
Annas, Pam, and Frinde Maher. "1:i eminist Pedagogies and Differences Educational Review 61, no. 4 (November 1991): 449-74.
the Classroom rarts I & II." Radical Te(J£her 41 and 42 (March 1992). W011!m Teachingfor Change: Gender, Ctas.s &l Power. South Hadley. Mass.:
Gabriel, Susan L., and Isaiah Smithson, eds. Gender in the Classroom: and Garvey, 1988.
and Pedagogy. Champaign: University of Illinois Press, 1990.
Giroux. Henry A., ed. postmodemism, Feminism, and Cultural Politics
ing blll((Jfional Bmmdaries. Albany: State University of New York Press, works on feminist pedagogy give at least lip service to the importance
Howe. 'Florence. Myth.1 ujCoedw:alion: Selected E.lsays, 1964-1983. [differences. However, issues of race, ethnicity, class, sexuality, disability.
1011: LT niversity of Indiana PresS, \984. other characteristics that arc an important part of our identities have
Luke, Carmell, and Jennifer Gore, cds. Femillisms and Critical Pedagogy. N be satisfactorily central to feminist pedagogy. The works below help
York: Routledge, 1992. our theorizing of differences.
Pearson, Carol S., Donna L. Shavlik, and Judith G. Touchton, eds. FAtiCat;1fj
the Mlljmity: WOfflm Challenge Tmditi01l in Higlu':T Education. New York: , Beverly. "Diffusing Linguistic Dichotomies." Womm's
call Council 011 F.clucatiol1 aud Macmillan. \9R9. Quarterly 20, nos. I & 2 (Spring/Summer 1992): III-I!l.

14R
 Women's Studies Quarterly 1993: 3 & 4
1'50
Bannerji, Nimani, Linda Carty, Kari Dehli,Susan Heald, and Kate McKen­
na. Unsettling Relations: The University as a Site of Feminist Struggles. Boston:
South End Press, 1992.
Blltler,Johnnella E. "Transforming the Curriculum: Teaching about Wom·
en of Color." In Transforming the Curriculum: Ethnic Studies ami Womens
Studies, 67-87, eds.Johnnella E. Butler and John C. Walter. Albany: State
University of New York Press, 1991.
Gardner. Sandra, Cynthia Dean, and Leo Mckaig. "Responding to Differ­
ences in the Classroom: The Politics of Knowledge, Class and Sexuality."
Sociology of Education 62 (January 1989): 64-74.
Luttrell, W. "Women's Ways of Knowing." Sociology of Education 62 (1989):
33-46.
Romney, Patricia, Beverly Tatum, and JoAnne Jones. "Feminist Strategies
for Teaching about Oppression: The Importance of Process." Womens
Studirs Quarterly 20, nos. 1 & 2 (Spring/Summer 1992): 95-115.
TuSmith, Bonnie. "The Cultural Translator: Toward an Ethnic Womanist
Pedagogy." MEtUS 16, no. 2 (June 1989): 17-30.
Weir. Lorna. "Anti·racist Feminist Pedagogy, Self·Observed." Resources for
3/4 ISeotember 1991): 19-26.
Techniques
This section consists of works that describe a particular class, include research
on iSSllt'S rdated to pedagogy, or discuss specific teaching techniques or peda­
gogical issues. Items iu this section have some applicability beyond the specif.
ic courses discussed.
Burroughs, Catherine R. "The Immediate Classroom: Feminist Pedagogy and
Peter Brook's 'The Empty Space'." Feminist Teacher 15, no. 2 (September
1990): 10-14. ff
Crowley, Margaret A. "Feminist Pedagogy: Nurturing the Ethicalldeal. Am,
Adllf/ncPs in Nursing Scirnre 11. no. :i (l April 1989): 53 passim.
Fagan, D. Honor. "I.ocal Stmggles: Women in the Home and Critical }<'eminist
Pedagogy ill Ireland."Jollrrlal of Education 173, no. I (1991): 65-75.
FislH'r. Bernice. "Enhancing Feminist Pedagogy: Multimedia Workshops on
Women's Experience with 'The Newspaper' and 'Home'." Feminist Teacher
6. no, 3 (June 1(92): 9 passim.
Glenllon, Theresa. "Lawyers and Carillg: Building an Ethic of Care into
I'rofessiOlwl Responsibility." H(/.~tings LallJJournal 43, no. 4 (1992): 1175-86,
Heald. Susan, "The Madwoman in the Attic: Feminist Teaching in the Mar·
gins." ReS01JTt;('S for Femini.lt Hesearch 18 (December 1989): 22-6.
l\1aher, 'Frinde A. "Inquiry Teaching and Feminist Pedagogy." Social Educa­
lion !i L no. 3 (1987): 186-92.
l\laiIoTlv, Pat. "Oppressive Peda!l;ogy: The Importance of Process in Wom­
en's Studies." Women '.I Siudil',s International Forum] I, 110. 2 (1988): 103-8,
Womens Studies Quarterly /993: 3 & 4 151
Musil, Caryn McTighe, ed. The Courage to Question Women:1 Studies and Stu·
dent Learning. Washington, D,C.: Association of American Colleges, ]992.
Ritchie,Joy S. "Confronting the 'Essential' Problem: Reconnecting Feminist
Theory and Pedagogy,"fournal ofAdvanced C,omposition 10, no. 2 (February
1990): 249-73,
Wood, Julie T. "Bringing Different Voices into the Classroom." NW8AJour­
nal 5, no. 1 (March 1993): 82-93.
Course/Discipline Specific
Most of these works present general overviews of feminist pedagogy, Their
special value is in their discussions of how to apply feminist pedagogical
theory, principles, or techniques to a specific discipline or program.
Ayers·Nachamkin, Beverly. "A Feminist Approach to Introductory Statistics
Course." Women's Studies Quarterly 20, no. I & 2 (Spring/Summer 1992):
86-94.
Bennett, Roberta S. "Empowerment = Work Over Time: Can There be
Feminist
alion & Dance 62, no, 6 (August 1991): 62-7, 75.
Brown,Julie, "Theory or Practice: What Exactly is Feminist Pedagogy?"Jour·
nal of General Education 41 (1992): 51-63.
Chinn, Peggy L. "Feminist Pedagogy in Nursing Education." Curriculum Revo­
lution: Reconceptualizing Nursing Education. New York: National League for
Nursing, 1989.
Dewar, Alison. "Feminist Pedagogy in Physical Education: Promises, Possi·
bilities and Pitfalls."Journal of Physical Education, Recreation & Dance 62, no.
6 (August 1991): 68-71, 75-7.
Hayes, Elisabeth. "Insights from Women's Experiences for Teaching and
Learning." New Directions for Continuing Education 43 (September 1989):
55-61.
Hezekiah, Jocelyn. "Feminist Pedagogy: A Framework for Nursing Educa·
tion?" The Journal ofNUT5ing Education 32, no. 2 (February 19(3): :)3 passim.
Laird, Susan. "Reforming 'Women's True Profession': A Case for Feminist
Pedagogy in Teacher EducatiolI." Harvard Educational Uevie'W 58. no. 4
(November] 988): 449-63.
MacDermid, Shelley M.,Joali A,.Jurich,Judith A. Myers.Walls, and Ann Pal·
er. "Feminist Teaching: Effective Education: Family Re/atiom 41, no. I (Janu,
ary 1992): 31-8.
Sandell, Renee. "The Liberating Relevance of Feminist Pedagogy." Studies
in Art Education 32, no. 3 (March 1991): 178-87.
lackelford,Jean. "Feminist Pedogogy: A Means for Bringing Critical Think·
ing and Creativity to the Economics Classroom." Amerimn Economic Rroie-w
82, no. 2 (May] (92): 570-6.
,Christine A. "A Feminist Pedagogy for Nursing Education." TheJour­
nal of Nursing Edw-ation 32. 110. 2 (february 1(93): 51 passim.
 Women:~ Studies QuarlrTly 1991; } & </ J 51
Women:~ Studies Quarterly 1993: 3 & 4
152
specific techniques that can be used in the feminist classroom. The focus is,
Tisdell, Elizaheth J. "Feminism and Adult Learning: Power, Pedagogy, and however, on the theoretical bases of feminist pedagogy.
I'laxis." New f)ireflion~ Jilr Adult and Continuing Education 57 (March 1993):
91 passim. Bunch, Charlotte. "Not by Degrees: Feminist Theory alld EdIKation." In
Bunch and Pollack, Learning Our Way, pp. 248-60.
Cambridge Women's School. "How to? Three Practical Operating Models
Bibliographies/Literature Reviews
Goetsch Lori A. "Feminist Pedagogy: A Selective Annotated Bibliography." of Ways to Approach Women's Studies." Edcentric (November 1974): 16­
17,50-52.
NWSA Journal 3, no. 3 (September 1991): 422-9.
Leck. Glorianne. "Review Article: Feminist Pedagogy, Liberation Theory, Carver, Ann C. "Applying Feminist Approaches to Learning and Research:
and the Traditional Schooling Paradigm." Educational Theory 37 (1987): A Practical Curriculum Model." Women's Stu.dies Newsleller 7, no. 2
(1979): 24-26.
343-54.
Evans, Mary. "The Teacher's Tale: On Teaching Women's Studies." Womens
Manicom, Ann. "Review Essay Feminist Pedagogy: Transformations, Stand·

points, and Politics." Canaditm Journal ofEducation 17, no. 3 (1992): 365-89. Studies International Forum 6, no, 3 (198$): $25-30.
Fisher, Berenice. "What Is Feminist Pedagogy?"'Radical Teacher 18 (1981):
20-24.
- - - . "Professing Feminism: Feminist Academics and the Women's
1987 BIBLIOGRAPHY
Movement." PsycholoffY 0/ Women Quarterly 7, no. I (1982): 55-69.
- - - , "The Heart Has Its Reasons: Feelings, Thinking, and Community­
Building in Feminist Education." Womens Studies Quarterly 15, nos. 3 & 4
Although none oCtile volumes hstei

pedagogy, several of the selections in each are relevant to feminist teaching

Friedman, Susan Stanford. "Authority in the Feminist Classroom: A Con­
practices. Bunch, Culley and Portllges, and Davis would be particularly
tradiction in Terms?" In Culley and Portuges, Gendered Subjects, pp. 203­
useful to novice and experienced feminist teachers alike.
8.
Howe, Florence. "New Teaching Strategies for a New Generation of Stu­
Bowles, Gloria, and Klein, Renate Duelli, eds. Theories of Women's Studies.
dents." Women\ Studies Quarterly II, no. 2 (1983): 7-1 I.
Boston: Routledge & Kegan Paul, 1983.
Kaye, Melanic. "Closeup on Women's Studies Courses: Feminist Theory
Hunch. Charlotte, and Pollad., Sandra. Learning Our Way: Essays in Feminist
and Practice." Women:~ Stt/dies Newsletter 6, no. 3 (1978): 20-23.
Edt/cation. Trumansburg, N.Y.: The Crossing Press, 1983.
Lincoln, Sara Ann. A Feminist Process in Teaching: A l'ersonal Account. Ph.D.
Cruikshank, Margaret, ed. Lesbian Studies: Present and fi'uture. Old Westb­ dissertation, University of Michigan, 1975.
urv, N,y': The Feminist Press. 1982.
Maher, Frances. "Classroom Pedagogy and the New Scholarship on
Margo. and Portllges. Catherine. eds. Gendered Subjects: The Dynam·
Women." In Culley and Portllges, Gendered Subject5, pp. 29-48.
in ofFl'minisi "['melling. New York: Routledge & Kegan Paul, 1985.
- - - , "Pedagogies for the Gender-Balanced Curriculum," journal of
Davis. Barbara Hillyer, cd. Feminisl Education: A SPecial Topic Issue of the
ThOtlght 20, no. 3 (Fall 1985).
](ll/mal of Thought. Norman: College of Education,
University of Mcintosh, Peggy. "Warning: The New Scholarship on Women May Be
Oklahoma, 1985.
Hazardous to Your Ego." Women's Studi('s Quartl'Tl)' 10, no, I (1982): 29­
1'11111. Gloria T.; Scotl. Patricia Bell; and Smith, Barbara, eds. All the Women
31.
Arf White, All/hI' Blacks An' Mm, but Some of u's Are Brave: Black Womens
Minnich, Elizabeth Kamarck. "Friends and Critics: The Feminist Acad­
Siudil". Old Westbury, N.V.: The 'Feminist Press, 1982.
emy." In Bunch and Pollack, Learning Our Way, pp. 317-;~O.
Schllster. Marilyn R., and Van Dyne, Susan R..
eds. Women's place in the Mitrano, Barbara. "Feminism <lIld Curricular Theory: Implications for
: Tran~forming the Liberal Arts Curriculum. Montclair, N.J.: leacher Education." ]oumal of CurriwlaT Theorizing 3, no. 2 (1981): 5­
Rowman & Allanhcld, 1985.
85.
Spender. Dale, and Sarah, Elizaheth, eds. Learning to
Moglen, Helene. "Power and Empowerment." Women:~ Studies International
Eriuralion. London: The Women's Press, 1980.
Forum 6, no. 2 (1983): 131-43.
Morgan, Ellen. "The One-eyed Doc," Radical Teacher (December 1978): 2­
6.

Principles - - , "On Teaching Women's Studies," University of Michigans Papers ill

Each of the following disclISses some of the basic principles and charac­ WomensStudies I, no. 2 (1974): 27-34.

teristics of feminist pedagogv. Many also give some

suggestions about
 Women's Studies Quarterly 1993: 3 & 4
154
Peterson, Gail. "The Struggle of an Academic Feminist: Elitism vs. Excel­
lence." Women's Studies International Forum 5, no. 1 (1982): 83-86.
Porter, Nancy. "Liberating Teaching." Women's Studies Quarterly 10, no. 4
(1982): 19-24.
Schniedewind, Nancy. "Feminist Values: Guidelines for a Teaching Meth­
odology in Women's Studies." In Bunch and Pollack, Learning Our Way,
pp. 261-71.
Schram, Barbara A. "Women's Studies as Humanist Education: Some
Concepts, Activities, and Curriculum." Humanist Education 14,. no. 4
(June 1976): 157-67.
Shrewsbury, Carolyn M. "What Is Feminist Pedagogy?" Women's Studies
Quarterly 15, nos. 3 & 4 (1987).
Webb, Marilyn. "A Radical Perspective on Women's Studies." Women: A
joumal of Liberation 3, no. 2 (1973): 36-37.
The Classroom
Descriptions of classroom experiences characterize these works. Even
though these are about courses in specific disciplines, the situations they
. . in courses about many different subjects.
Culley, Margo. "Anger and Authority in the Introductory Women's Studies
Classroom." In Culley and Portuges, Gendered Subjects, pp. 209-20.
Davis, Barbara Hillyer. "Finding New Forms: Student Autonomy in a
Patriarchal University." Women:1 Studies Newsletter 7, no. 2 (1979): 22-24.
Dudovitz, Resa; Duvall, John; and Cramer, Patricia. "Survival in the Mas­
ter's House': The Role of Graduate Teaching Assistants in Effecting
Curriculum Change." Women's Studies International Forum 6, no. 2 (1983):
149-58.
Fisher, Jerilyn. "Returning Women in the Feminist Classroom." Women's
Studies Quarterly 15, nos. 3 & 4 (1987).
Folsom. Jack. "Teaching ahollt Sexism and Language in a Traditional
Setting: Surmounting the Obstacles." Women's Studies Quarterly 11, no. I
(1983): 12-15.
Hall, Ann C. "Teaching Amy Counterpoint." Radical Teacher 17 (November
1980): 39-42.
Humm, Maggie. "Women in Higher Education: A Case Study of the
School for Independent Study and the Issues for Feminism." Women's
Studies International Forum 6, no. 1 (1983): 97-105.
Jones, Judith. "Feminism in the Bible Belt." Radical Teacher 6 (December
1977): 31-34.
King, Ynestra. "Feminist Pedagogy and Technology: Reflections on the
Goddard Feminism and Ecology Summer Program." Women's studin
International Quarterly 4,110.3 (1981): 370-72.
Mahony, Pat. "Boys Will Be Boys: Teaching Women's Studies in Mixed-Sex
Groups." Women's Studies International Forum 6, no. 3 (1983): 331-34.
Womens Studies Quarterly 1993: 3 & 4 155
McNulty, T. Michael. "Teaching Feminism: A Response to Jaggar." Teaching
Philosophy 3, no. 1 (1979): 93-95.
Nelsen, Randle W. "Reading, Writing, and Relationships: Toward Over­
coming the Hidden Curriculum of Gender, Ethnicity, and Socio-eco­
nomic Class." Interchange 12, nos. 2-3 (1981): 229-42.
Stitzel, Judith. "Unlearning to Not Speak: Feminism in the Classroom."
Frontiers 4, no. 1 (1979): 47-49.
- - - . "Conversations." New Directions in Teaching 5, no. 4 (1977): 14-17.
Strategies and Techniques
Specific suggestions that can be used by the feminist teacher characterize
each of these articles.
Archer, Jane; Drucker, S.; Matis, M.; Meek, D.; Peterson, K.; and Sher­
man, M. "Initiating a Context: A Collective Approach to Feminist Crit­
ical Theory." Radical Teacher 18 (1981): 33-39.
Beck, Evelyn Torton. "Self-disclosure and the Commitment to Social
Change." Women's Studies International Forum 6, no. 2 (1983): 159-64.
Bell, Lee. "Hearing All Our Voices: Applications of Feminist Pedagogy to
terly 15, nos. 3 & 4 (1987).
Berry, Ellen, and Black, Elizabeth. "The Integrative Learning Journal."
Women's Studies Quarterly 15, nos. 3 & 4 (1987).
Bright, Clare. "Teaching Feminist Pedagogy: An Undergraduate Course."
Women's Studies Quarterly 15, nos. 3 & 4 (1987).
Davis, Barbara Hillyer. "Teaching the Feminist Minority." In Culley and
Portuges, Gendered Subjects, pp. 245-52.
Ferguson, A. "Feminist leaching: A Practice Developed in Undergraduate
Courses." Radical Teacher 20 (1982): 26-29.
Register, Cheri. "Brief, A-mazing Movements: Dealing with Despair in the
Women's Studies Classroom." Women's Studies Newsletter 7, no. 4 (1979):
7-lO.
Schniedewind, Nancy. "Cooperatively Structured Learning: Implications
for Feminist Pedagogy." Journal of Thought 20, no. 3 (Fall 1985): 74-87.
"Teaching Feminist Process." Women's Studies Quarterly 15, nos. 3 &
4 (1987).
Donna. "Accountability and Student Grading." Experiential Educa­
tion 8, no. 3 (May-June 1983): 1,5-6,9.
Judith. "Hearing Voices: Oral History as an Aid to Reading."
Frontiers 7, no. 1 (1983): 61-63.
Thompson, Martha. "Diversity in the Classroom: Creating Opportunities
for Learning Feminist Theory." Women's Studies Quarterly 15, nos. 3 & 4
(1987).
If.mnirical Studies
research studies on feminist pedagogy have been discussed in pro­
156 Women:1 Stttdies Quarterly 1993: 3 & 4 Women s Studies Quarterly 1993: 3 & 4 157

fessional papers but are only now beginning to appear in the journals. Washington, Mary Helen. "How Racial Differences Helped Us Discover
Although several of the following focus on women's studies rather than Our Common Ground." In Culley and Portuges, Getulered Subjects, pp.
femini~t pedagogy, they have applications for the latter and do suggest 221-29.
some directions for further research.
Issues with a Focus on Heterosexism or Lesbians
Aries. Elizabeth. "Interaction Patterns and Themes of Male, Female, and
Although many other articles touch on these issues, the following articles
Mixed Groups." Small Group Bf'havior 7, no. 1 (February 1976): 7-18.
focus specifically on pedagogical issues of heterosexism or lesbian insights
Brush: L.; Gold, A.; and White, M. "The Paradox of Intention and Effect:
into pedagogical processes.
A Women's Studies Course." Signs 3, no. 4 (1978): 870-83.
Dunn, Kathleen. "Feminist "leaching, Who Are Your Students?" Women's Branzburg, Judith V. "Private Lives in the Public Classroom." Radical
Studies Quarterly 15, nos. 3 &: 4 (1987). Teacher 24 (1983): 10-11.
Farley, J. "Who Should Teach Women's Studies? An Answer from Course Bulkin, Elly. "Heterosexism and Women's Studies." Radical Teacher 17
Evaluations," Teaching Sociology 5, no, 4 (1978): 377-86. (November 1980): 25-31.
Guttentag. M.; Brush. L.; Gold. A.; Mueller, M.; Tobias, S.; and White, M. Crumpacker, Laurie, and Vander Haegen, Eleanor. "Pedagogy and Preju­
"Evaluating Women's Studies: A Decision-Theoretic Approach." Signs 3, dice: Strategies for Confronting Homophobia in the Classroom."
no. 4 (1978): 884-90. Womens Studies Quarterly 15, nos. 3 &: 4 (1987).
Jenkins. L.. and Kramer, C. "Small Group Process: Learning from
Gurko, Jane. "Sexual Energy in the Classroom." In Cruikshank, Lesbian
Women," Women's Studies International Quarterly 1, no. 1 (1978): 67-84.
Stttdies, pp. 25-31.
. Sexist c.~~~~.,,~.
Stanley, Julia P. "The Lesbian Perspective: Pedagogy and the Structure of
in Teaching Evaluation." Signs 9, no. 3 (1984): 4lS"':"~".
Porter, Nancy M., and Eileenchild, Margaret T. The Effectiveness oJ Women's
Studies Teaching. Washington, D.C.: National Institute of Education
Dept. of HEW, 1980. International Perspectives
Only articles available in English have been included here. Articles have
Issues with a Focus on Race and/or Racism been listed in other parts of this bibliography, without reference to the
The emphasis in these articles is on the craft and practice ofteaching about nationality of the author.
racism in a nOrlracist manner, or in recognizing racial differences.
Arce, Jenny Valcarcel. "The Broken Wing: Teaching Literacy to Rural
Butler, Johnnella E. "Toward a Pedagogy of Everywoman's Studies." In Peruvian Women in the City." Women's Studies Intemational2 (1982): 27­
Culley and Portuges, Gendered Subjects, pp. 230--39. 33.
Geiger, Susan, and Zita, Jacqueline N. "White Traders: The Caveat Emptor. Bonder, Gloria. "The Educational Process of Women's Studies in Argen­
of Women's Studies."Journal oJ Thought 20, no. 3 (Fall 1985): 106--21. tina: Reflections on Theory and Technique." In Culley and Portuges,
Gonzales, S. "Toward a Feminist Pedagogy for Chicana Self-Actualization." . Gendered Subjects, pp. 64-78.
Frontiers 5, no. 2 (1980): 48-51.

Hoffman, Nancy. "White Woman, Black Woman: Inventing an

Pedagogy." Women's Stttdies Newsletter 5. nos. 1-2 (1977): 21-24.

K-12 materials critique sexist teaching practices. Those included
Omolade, Barbara. "A Black Feminist Pedagogy." Women's Stttdies
have some emphasis on feminist pedagogical processes.
15, nos. 3 &: 4 (1987).

Rothenberg, Paula. "Teaching Racism and Sexism in a Changing A

man, Sara, ed. "Sexism and Multicultural Education in Elementary
Radical Teacher 27 (1984): 2-5.
Schools: A Discussion." Radical Teacher 27 (1984): 12-16.
Russell, Michelle. "Black-eyerl Blues Connections: Teaching
Pat. Schools Jor the Boys? Co-education Reassessed. London: Hutchin­
Women." In Culley and Portuges, Gendered SubjecL5, pp. 155--68.
son, 1985.
Shaw, Linda, and Wicker. Diane G. "Teaching about Racism in the
Irene, and Spender, Dale. "Feminist Practices in the Classroom." In
room and in the Community," Radical Teacher 18 (1981): 9-14.
Spender and Sarah, Learning to Lose, pp. 174-80.
Spelman. Vicky. "Comhatting the Marginalization of Black Women in the Paula, and Schen, Molly. "Feminist Pedagogy: Transforming the High
Classroom." Wl)mttl~5 Studies Quarterly 10, no. 2 (1982): 15-16. School Classroom." Women's Studies Quarterly IS, nos. 3 & 4 (1987).
*,,-"":~

Womens Studies Quarterly 1993: 3 & 4 159

Women's Studies Quarterly 1993: 3 & 4
158
Women." Harvard Educational Review 49, no. 4 (November 1979): 527­
33.
Men and Feminist Pedagogy
Men as feminist teachers and men in a feminist classroom are addressed in Science Teaching Group. "Science Teaching Teaching: Towards an Alter­
native." In Science and Liberation, edited by Rita Arditti et aI., pp. 290-98.
these articles. Boston: South End Press, 1980.
Humm, Maggie. "Women in Higher Education: A Case Study of the
'Shanley, Mary L. "Invisible Women: Thoughts on Teaching Political Phi­
School for Independent Study and the Issues for Feminism." Women's
losophy." News for Teachers of Political Science 24 (1980).
Studies International Forum 6, no. 1 (1983): 97-105.

Jagger, Alison M. "Male Instructors, Feminism, and Women's Studies."

Schools
Feminist critiques of schools that have important implications for feminist
Teaching Philosophy 2, nos. 3-4 (1977-78): 247-56.
McNulty, T. Michael. "Teaching Feminism: A Reponse to Jagger." Teaching pedagogy are included here.

Philosophy 3, no. 1 (1979): 93-95. Abu-Lughod, Janet. Engendering Knowledge: Women and the University. Evan­
Schermer, Marsha Rachey. "Comments on Attig's Why Are You, a Man,
Teaching this Course on the Philosophy of Feminism?'" Metaphilosphy 11,ston, III.: Program on Women, Northwestern University, 1981.
Arnot, Madeleine. "Male Hegemony, Social Class, and Women's Educa­
no. 2 (1980): 178-81. es tion." Journal of Education 164 (1982): 64-89.
Schlib, John. "Pedagogy of the Oppressors." In Culley and Portug , Gen­
Clarricoates, Katherine. "The Experience of Patriarchal Schooling." Inter­
dered Sli/dects, pp. 253-64. change 12, nos. 2-3 (1981): 185-205.
Snoek, Diedrick. "A Male Feminist in a Women's College Classroom." In
Gendered Subjects, pp. 136-44.
Davis, Barbara Hillyer; Watts-Penny, Kristen M.; and de Tolnay, Elsa

Studies Program, University of Oklahoma, 1983.

Related to Specific Disciplines
Many of the techniques addressed in these articles would also be of use in
courses in disciplines different than the one discussed in the article.
Annas, Pamela. "Style as Politics: A Feminist Approach to the Teaching of
Writing." College English 47, no. 4 (7 April 1985).
Berry, Linda. and McDaniel, Judith. "Teaching Contemporary Black
Women Writers." Radica/ Teacher 17 (November 1980): 7-10.
Bezucha. Rohert J. "Feminist Pedagogy as a Subversive Activity." In Culley
and portuges, Gendered Subjects, pp. 81-95.
Hall, Ann C. "Teaching Amy Counterpoint." Radical Teacher 17 (November
1980): 39-42.
Johnson. Marilyn, ed. "Teaching Psychology of Women: A Special
P5yrh%[!;Y of Women Quarterly 7, no. 1 (Fall 1982).
Keyssar. Helene. "Staging the Feminist Classroom: A Theoretical
In Culley and Portuges. Gendered Su.lJject.l, pp. 108-24.
Krasno. }<-rancine. "On Teaching a Feminist Writing Workshop."
Sllldie.1 News/el/er fJ, 110. 4 (1977): 14-16.
l.ord. Sharon B. "Teaching the 'Psychology of Women: Examination
Teaching-Learning Model." l'sychology of Women Quarterly 7, nO. 1 (1
70-80.
Lowry, Nancy, and Woodhull, Ann. "New Directions in Science
Science for Women, Too." Science for the People 15, no. 1
February 1983): 31-36.
l'ortug , Catherine. "The Spectacle of Gender: Cinema and
es
culley and Portllges, Grndered Subjects, pp. 183-94.
Schllim . Alix Kales. "Overcoming Silences: Teaching
an
Gromet, Madeleine. "Pedagogy for Patriarchy: The Feminization of Teach­
ing." Interchange 12, nos. 2-3 (1981): 165-84.
Haywoode, Terry L., and Scanlon, Laura. "World of Our Mothers: College
for Neighborhood Women." Women's Studies Quarterly 15, nos. 3 & 4
(1987).
Lather, Patti. "Critical Theory, Curricular Transformation, and Feminist
Mainstreaming." Journal of Education (Winter 1985).
...innich, Elizabeth Kamarck. "Liberal Arts and Civic Arts: Education for
the Free Man'?" Liberal Education 68, no. 4 (1982): 311-22.
Nicholson, Linda J. "The Public and the Private Split and Its Effects on
Women and Schools." Philosophy of Education Society Proceedings 36
(1980): 94-97.
. "Women and Schooling." Educational Theory 30, no. 3 (1980): 225­
Gerri. "Contemporary Feminist Perspectives on Higher Educa­
: A Comparative Perspective." Ph.D. dissertation, University of Min­
1981.
Adrienne. On Lies, SecreL~, dnd Silence. New York: W. W. Norton, 1979.
M. Elizabeth. "Of Men and Research: The Dominant Themes in
l:Ampriran Higher Education Include Neither Teaching nor Women."
of Higher Education 47, no. 4 (1976): 373-89.
of Feminist Pedagogy
are few critiques of feminist pedagogy, but the following from
and opponents give some suggestion of some of the questions
about feminist pedagogical practices.
160 Women's Studies Quarterly 1993: 3 & 4

Elshtain, Jean Bethke. "The Social Relations of the Classroom: A Moral

and Political Perspective." Telos 9, no. 1 (1976): 97-110.
Fireman, Janet R. "Reflections on Teaching Women's History." Journal ofthe
West 12, no. 2 (1973): 197-211.
Frye, Marilyn. "On Second Thought ..." Radical Teacher 17 (November
1980): 37-:~8.
Higgins, Kathy. "Making It in Your Own World: Women's Studies and Freire."
Women s Studies International Forum 5, no. 1 (1982): 87-98.

Related to Feminist Pedagogy

Included here are works about other liberative pedagogies that are often
cited by feminist pedagogues and other works that have important implica­
tions for feminist pedagogy.

Apple, Michael W.ldeology and Curriculum. New York: Routledge & Regan
Paul, 1979.
- - - . Education and Power. New York: Routledge & Kegan Paul, 1982.
Aronowitz, Stanley, and Giroux, Henry. The Conservative, Liberal, and
Mass.: Berlrin & Garvey, 1985.
Avery, Bryant. "Teaching Notes on
Teacher 10 (December 1970): 39-44.
Boonstra, John, et aI., eds. Getting Educated about Education.
Mass.: Education for Change Project, U. S. Committee World
Fellowship, 1980.
Freire, Paulo. The Politics of Education: Culture, Power, and Liberation.
Hadley, Mass.: Bergin & Garvey, 1985.
- - - . Pedagogy of the OpPressed. New York: Seabury Press, 1968.
- - - . Education for Critical Consciousness. New York: Seabury Press,
Gilligan, Carol. In a Different Voice: Psychological Theory and Women's
menlo Cambridge, Mass.: Harvard University Press, 1982.
Giroux, Henry A. Theory and Resistance in Education: A Pedagogy for
Opposition. South Hadley, Mass.: Bergin & Garvey, 1983.
Greene, Maxine. Landscapes ofLearning. New York: Teachers College
1978.
Norton, Theodore Mills, and OIlman, BerteH, eds. Studies in Socialist
agogy. New York: Monthly Review Press, 1978.
Reed, David. Education for Building a People's Movement. Boston: South
Press, 1981.
Shor, Ira. Critical Teaching and Everyday Life. Boston: South End
1980.

Far information about Carolyn M. Shrewsbury see page 15.