Abstract
<p>This article presents a case study analyzing the relationship between the Socratic method and feminist pedagogy in a team-taught undergraduate classroom in the United States. Specifically, we analyze the feedback provided by our students to determine the ways in which the Socratic method conflicted with, but also complemented, feminist pedagogy. Data were collected through two online surveys and an in-class open-ended response. The results suggest that the Socratic method is compatible with feminist pedagogy as it improved critical thinking and consideration of diverse points of view. On the other hand, the results suggest that students felt discomfort when analyzing and discussing their own views, as opposed to the views of others. This discomfort potentially undermines the benefits of a feminist pedagogical approach to classroom discussion. We suggest several ways to improve compatibility of these techniques in undergraduate courses and suggest avenues for future research to better understand the relationship between these pedagogical approaches.</p>
Highlights
As part of this course, we wanted to determine the effectiveness of a feminist pedagogical approach to the study of law compared to other courses the students took as part of their undergraduate career
The Socratic method seems inline with two key aspects of feminist pedagogy: 1) the use of discussions as a means of validating personal experience and helping students develop confidence (Lee, 1989; Stake & Hoffman, 2000), and 2) the questioning of ideas that may be taken for granted or assumed to be settled matters (Boxer, 1982)
This study provides insights into the relationship between feminist pedagogical approaches to discussion and the Socratic method and suggests the need for future research in other course contexts
Summary
In the Spring 2014 semester, we—two faculty members from different departments—embarked on a pedagogical experiment; we team taught an undergraduate honors course cross-listed in Political Science and Women and Gender Studies (WGS) entitled “Gender and the Law.” As part of this course, we wanted to determine the effectiveness of a feminist pedagogical approach to the study of law compared to other courses the students took as part of their undergraduate career. In the Spring 2014 semester, we—two faculty members from different departments—embarked on a pedagogical experiment; we team taught an undergraduate honors course cross-listed in Political Science and Women and Gender Studies (WGS) entitled “Gender and the Law.”. As part of this course, we wanted to determine the effectiveness of a feminist pedagogical approach to the study of law compared to other courses the students took as part of their undergraduate career. Students reported feeling uncomfortable with and attacked by the Socratic method, undermining the feminist approach
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