Abstract
AbstractHow far can feminist pedagogy facilitate a positive learning experience for the student? I explore this question by offering a critical reflection of teaching a Gender Studies module to two cohorts of students: part-time mature and full-time ‘traditional’ learners. I offer a candid exploration of my personal journey, exposing the strengths and sometimes contradictions found in feminist pedagogic principles. By documenting feminist pedagogy in action I offer a pragmatic approach to its application and refined understanding of it as a method of teaching while attending to feminist pedagogy's core values. My approach empowers the learner, at the same time it enables the tutor to cover module learning outcomes without compromising a feminist agenda. This appropriation is informed by a project designed to put feminist pedagogy (as an approach) and gender studies (as a subject) under critical scrutiny with a view to the refinement of pedagogic practice.
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