The dynamics of the women's studies classroom: A review essay of the teaching practice of women's studies in higher education

Abstract

Despite the fact that Women's Studies (WS) calls itself ‘an educational movement for change’, until recently, there has been a remarkable dearth of reflective writings on the theories and practices of the WS classroom dynamics. In this brief overview I first provide some suggestions as to why this gap exists in the literature on WS and then introduce some ‘themes’ that surface frequently in the existing articles on WS ‘gynagogy’, e.g. consciousness raising; interactive learning and teaching; being ‘other’ in the classroom; power and the hidden curriculum. Next I summarise a unique article on feminist values as guidelines for the WS teaching practice and two models on the dynamics of the WS classroom. I end this overview with the idea of ‘passionate teaching’ and suggest that in order to remain true to its origins in the Women's Liberation Movement, which is to empower women intellectually, personally and politically, WS needs to develop a body of both practical and theorectical knowledge on the dynamics of the learning climate in WS classrooms.