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This article explores the author's approach to teaching Religious Studies with a focus on gender, sexuality, and feminist pedagogy. In a predominantly white and cis-hetero-male field, the author intentionally incorporates feminist perspectives to create an inclusive and supportive classroom environment. Additionally, their teaching on South Asia, particularly Sri Lanka, involves engaging predominantly white students who are interested in feminist approaches. The author draws on bell hooks’ and Chandra Mohanty's work to conceptualise a decolonial classroom as a feminist pedagogy – as well as the problems that a focus on the North-American classroom, prevalent in current pedagogical reflections entails. The feminist European classroom recognizes itself as a Third Space (Homi Bhabha), where power structures are made visible, and translation between students’ experiences and academic knowledge takes place. Teaching gender and sexuality in disciplines not originally designed for them is seen as a disruptive and transformative act. [ABSTRACT FROM AUTHOR]

We are feminist scholars who research and teach at a university in the United States situated within histories of sociopolitical conservativism and oppressions. In the present, looming over our classrooms, are mandates to eliminate 'divisive concepts' such as race and gender. These political monsters gnash their teeth and foam at the mouth as they swallow up equity and intersectionality from education. Here, we draw on posthuman feminisms to specifically consider what monstrous mutant feminist pedagogies are, what they might do, and how they have healed/emboldened us in these politically ruined places. We contextualize the mutant pedagogies that are kinned through the composts we inhabit/create, then, we situate ourselves within these monstrous landscapes and tell the stories of our Communities/Pedagogies of Mutation. We conclude by looking forward and, drawing inspiration from post feminisms, speculate generative, hopeful, and affirmative futures that are made possible through our agentively monstrous mutations. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Study of Adult Education is the property of Canadian Journal for the Study of Adult Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reflecting, in dialogue, this paper revisits and extends our thinking on wonder as feminist pedagogy, a pedagogy which opens space for critical self-reflection and critical intellectual and embodied engagement to emerge in the classroom. Wonder as feminist pedagogy brings together our teaching experiences with a philosophical engagement of feminist and decolonial theory aiming to articulate and challenge dominant western discourses of knowledge production undergirded by the logic of the Cartesian cogito and its illusory neutrality. In this current paper we theorise how our praxes have developed in response to new teaching contexts, cohorts and the global pandemic. We undertake what Sara Ahmed calls feminist homework, feminist theorising guided by the philosophical lessons and encounters of the everyday, and, using this lens, we extend our thinking to consider bell hooks' work on engaged pedagogy and teachers' self-actualisation alongside Luce Irigaray's work on listening and ethical co-existence. Guided by this work, we argue that we need to learn to reconceptualise the issues we are facing, which ultimately requires a challenge to colonial Cartesian logics and a reimagining of the Human as always-in-relation. [ABSTRACT FROM AUTHOR]

Feminist pedagogy in higher education is concerned with making visible the sites of women, trans, non binary and queer peoples' oppression and marginalization in the classroom. Yet this consciousness raising is not met with a pre-defined set of pedagogical tools. Instead, educators often find themselves having to work with absence. Committing to a pedagogy that teaches and works with what is absent raises a whole set of dilemmas and questions for gender studies educators. In this annotated dialogue, a group of five early career researchers and teachingresearch faculty come together to discuss the implications of this commitment. We discuss collectively which conversations and issues we see as not well represented in teaching materials to our pedagogical advantage. An absence framework presents a fascinating opportunity to interrupt the very notion of 'learning' and what it entails. As we are all interested in questions of teaching and unlearning as a kind of transformative practice, we also ask how we can make visible other perspectives and genuinely integrate them without relying on a 'one-time' performance model that tokenizes marginalized identities. [ABSTRACT FROM AUTHOR]

This paper discusses efforts to re-integrate feminist classroom perspectives and pedagogies within the undergraduate geography curriculum at Utrecht University, the Netherlands. As 'feminist educators' of this recently revised programme, we identify the mounting hegemony of postfeminist and neoliberal ideologies as key contextual challenges to our endeavour, coupled with the legacy of Dutch geography as a pragmatic, applied discipline. By zooming in on and collectively reflecting on our roles and practices in the courses we coordinate and teach, we delineate three strategies worth pursuing to achieve a feminist teaching agenda under the current political-institutional climate. The proposed strategies of valuing lived experiences, embodied immersive epistemologies, and partial local knowledges, are rooted in the main concerns of feminist-inspired research and help create and cultivate situated moments of connection, reflection, and learning. While these strategies are certainly not capable of subverting neoliberal and postfeminist tendencies on their own, we contend that they can be useful building blocks for feminist inspired teaching agendas beyond our discipline as they help expose traditional power hierarchies within and outside the classroom, as well as underscore the societal relevance of feminist thinking in times of increased social polarisation and reactionary politics. [ABSTRACT FROM AUTHOR]

We argue that neoliberal universities implement student evaluations of teaching (SETs) as governing technologies to impose control on lecturers, resulting in their dehumanisation and objectification. Through 'story work' we weave together empirical quotes in existing literature, tweets, and our own experiences, to reveal that SETs employ animalistic and mechanistic dehumanisation, enhancing existing systemic inequalities such as gender and race. As a result, biased SETs induce negative affect that causes undue distress, especially among marginalised lecturers who are expected to act constructively on discriminatory or abusive 'feedback'. By ignoring lecturers' calls to revise or abolish the use of SETs, we uncover that universities effectively gaslight and neglect lecturers – further denying our humanity. We end by highlighting acts of solidarity and resistance that show how alternatives to SETs, rooted in feminist pedagogies and care ethics, can be grassroots mo(ve)ments towards structural change. [ABSTRACT FROM AUTHOR]

This article discusses an anti-gender mobilisation at the University of Amsterdam that sparked a widespread media and political debate about the perceived threat of 'wokeness' to academic freedom. Our analysis draws from a range of experiences, including classroom dynamics, institutional hearings, meetings, and informal discussions among colleagues. We examine the challenges of care and feminist pedagogy considering allegations that gender and sexuality programmes contribute to 'a concerning radicalisation' and endorse 'woke ideology'. Specifically, we explore how the conflation of an individualised notion of academic freedom and potential hate speech became plausible in the neoliberal university, and how we responded by reclaiming academic freedom as a justice-centred collective right and duty. In the face of institutional silence and ongoing denial of the legitimacy of non-binary persons, we engaged in recalcitrant acts of resistance. These actions, which included discussing and critically analysing the allegations in some of our classes, underscored the university's inadequacy in safeguarding marginalised students and staff, as well as the academic disciplines we represent. [ABSTRACT FROM AUTHOR]

This article explores the process of becoming a feminist educator as the author employed feminist theory in her pedagogy for the first time. This self-study answered the research question: 'What would a feminist pedagogy look like in a music history classroom?' Throughout a ten-week undergraduate music history course, the author employed a research design based on autoethnography and autobiography in which data was collected from research journals, class sessions, dialogues with a critical friend, and student feedback. This self-study both illuminated and improved the author's pedagogical practice as a newly conscious feminist educator. The author re-imagined knowing and being through a feminist lens as she experienced epistemological and ontological shifts in her pedagogy. The author's feminist pedagogy unfolded through knowing herself as an educator, knowing the curriculum differently, and knowing through experience. Feminist pedagogy was also enacted through being in relationship with herself, being in relationship with others, and being in community. This self-study provides an example to educators in self-study of practice and in-service teachers of feminist pedagogy moving from theory to practice. It provides a discipline-specific example of resisting oppressive ways of knowing and being that exclude gendered experiences from educational spaces. [ABSTRACT FROM AUTHOR]

AbstractSince the pivot to online during the 2020 pandemic, many public school teachers routinely incorporate online learning and digital materials in the design of classroom instructions. In this essay, I contend that bringing online learning into the physical classroom could be dangerous enough to disrupt the core principles of education: caring relationship between teacher and students, and embodiment of knowledge. Additionally, video-as-teaching could possibly deprofessionalize the profession of teaching by depriving the teachers of ownership of their teaching. In this essay, I argue that what we need in our classrooms is not technology but caring teachers, the teachers who will be able to cultivate their students’ interest, knack, and unique perspective. A love of learning is nurtured when a learner is emotionally connected with their teachers. [ABSTRACT FROM AUTHOR]

We introduce a feminist pedagogical approach to marketing education through designing gender transformative advertising pedagogy, to promote diversity, ethics and gender justice in the classroom towards developing more inclusive industry practice and cultures. We detail how this was implemented through feminist praxis and a problem-based learning assessment task. Our analysis highlights that the feminist classroom raises consciousness of sexist advertising which can awaken students to unconscious gender biases. Further, we demonstrate how gender transformative advertising pedagogy encourages students to confront representational conventions of gender, with students aiming to portray diverse subjectivities yet struggling to transform femininity and relying on more 'palatable' forms of masculinity. Finally, we make the case for the marketing classroom as a site for gender justice, where through incremental action students come to link gendered structures with marketing practices and become equipped to act as agents of feminist change in and beyond the classroom. [ABSTRACT FROM AUTHOR]

This commentary reflects on 20+ years as marketing academics committed to a feminist, critical approach to the marketing curriculum. Feminist pedagogy focuses on critiquing the wider, macro-structural realities that impact on gender inequality. A key aim is to empower students to consider how society might be differently structured. We also advocate a multiple perspectives approach, whereby there are no absolutes but rather contexts, thus nudging students to move beyond a micro-managerial mindset, and problematising many of the assumptions embedded in marketing. This includes understanding that identity positions shape social worlds and consumption patterns. Finally we identify three tools for implementing a feminist pedagogy: subjective personal introspection (SPI), collaborative and action learning and a low-hierarchy learning environment. [ABSTRACT FROM AUTHOR]

In recent years, strands of contemporary narrative theory have taken a turn toward a politically, socially, and environmentally conscious field of study that could be characterized as 'engaged narratology.' Creating and disseminating knowledge about how narratives work, these theories emphasize that narrative forms and strategies are neither universal nor neutral; they carry out, but can also challenge, systems of inequality and marginalization. They also suggest new combinations of theory and activism, pedagogical interventions, and community engagement models, offering tools to create social justice. This article outlines some of these recent developments and reflects on the possibilities of 'engaged narratology': how it relates to engaged research and what kinds of practices have been developed so far. As an example of engaged narratological work, it discusses the shared close reading of Roxane Gay's book Hunger: A Memoir of (My) Body (2017) in a multidisciplinary narrative medicine classroom. [ABSTRACT FROM AUTHOR]

Based on a study of five women's studies degree programmes, this article attempts to discuss pedagogical issues that are surfacing in higher education on account of the changing social composition of students since the implementation of reservations for Other Backward Classes in higher education. Critical pedagogy has not found much space in discussions on higher education in the Indian context. The exception has been reflections on feminist pedagogy that primarily draw on Freirian thought and the scholarship of bell hooks. Against this background, the article brings out how the epistemic principles of critical disciplines like women's studies generate ethical expectations of the feminist teacher, particularly in relation to caste in this case. It goes on to discuss the limits imposed on these ideas of feminist pedagogy by the institutional and structural inequalities in higher education and how the dominant social composition of teachers necessarily limits possibilities of feminist pedagogy. [ABSTRACT FROM AUTHOR]

In this co/autoethnography, we used dialogic journaling and critical conversations to examine our feminist stances and practices. As feminist practitioners in high school English classrooms, we analyzed our collaborative co-teaching relationships, examining the complex dynamics of those partnerships, how we responded to the struggles of patriarchy and white supremacy in our classrooms, and how we turned that examination inward to inspect our contradictions and attachments to authoritarianism and oppression. [ABSTRACT FROM AUTHOR]

This paper focuses on an intersectional feminism approach to writing assignments in which students served as co-creators of knowledge engaged in the development of an open-access book titled Motivation in Learning, Training, and Development: A Collection of Essays, while enrolled in the Principles of Learner Motivation synchronous online course of a graduate-level program majoring in Instructional Design and Technology. This paper includes a description of the instructional activity, the context of the activity, the materials used, the instructions provided to the learners, and a discussion of the effectiveness of the activity. This instructional activity showcases how (a) learners can be scaffolded as co-creators through a learning experience and (b) instructors can nurture a safe and supporting community that leads to intellectual advancement and greater societal impact. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines undergraduate students' experiences in creating open educational resources (OERs) in a contemporary art history course. The construction of OERs reflects an interest in feminist pedagogy and open educational practices, which aim to create a learner‐centred classroom that values accessibility, equity, and cultural responsiveness. The article discusses the scaffolded assignment that guided students in researching and writing open access lesson plans. The students' work was subsequently published on the OERTX Repository website. Student‐generated materials give learners the opportunity to focus on topics that interest them the most. Such a move is especially valuable since the student demographics represent a high number of women of colour and first‐generation students. Given the historical marginalisation of women's and people of colours' voices in art history, the inclusion of women students of colours' research is valuable to art history pedagogy. The results of an anonymous student survey indicate that students felt that coauthoring an OER offered opportunities to communicate their interests and create more meaningful work, while at the same time, they asked for additional support in navigating group work challenges and research needs. [ABSTRACT FROM AUTHOR]

Abstract: This paper considers how archival research pedagogies help students explore the history of arguments for reproductive justice and connect them with recurring rhetorics and exigencies. I assign students to research in curated collections of primary sources and digital archives and to create a digital archive that documents past and current rhetoric. The archive applies scholarship on how rhetoric circulates as it looks at topics across temporal and textual boundaries. Students draw connections between the rhetoric of freedom and the imposition of forced-birth, censorship, and anti-trans laws through their exploration of primary sources from several pivotal historical moments in the history of reproductive justice.

Though language education and research have pushed back against traditional, hegemonic ways of teaching, they continue to exclude conversations on spirituality. Moreover, a deficit lens in language education perpetuates a focus on what needs to be improved rather than on our students’ assets. In this pedagogical intervention, we begin by weaving the work of feminists of color to discuss what asset-based, desired-based research and feminist pedagogy can contribute to understanding children’s spiritual activism. We worked with 31 fourth graders in a private school in Duitama, Colombia. As the study took place during the pandemic and mass mobilizations, the children shared their spirituality to cope with reality. Furthermore, the children’s spirituality demonstrated their belief in a higher power, positive emotions to comfort others, hope for a better future, and an understanding of equity based on race and gender. We invite language educators and researchers to create spaces for children to share their spiritual activism through the integration of feminist pedagogy focused on asset and desire-based approaches.

Sexual and gender-related violences (SeGReV) is more normalised in the university community than we might expect, even though there have been important changes in HEI politics and policies in this sense. Therefore, sensitisation is essential. In this paper, we present multidisciplinary international research that, implicating around 40 university teachers and 300 students, aimed to approach this necessity through the design and evaluation of an innovative pedagogical protocol. Our text serves two purposes: to reflect on the effectiveness of photovoice to increase the student’s awareness of SeGReV; and to introduce and exemplify the specificity of Feminist Activist Research (FAR), a methodological approach that rises from the intersection of Action Research, Activist Research and Feminist epistemology. We will show how the applied approach of our project, the production of training materials, and other disseminative actions, proved to be a valuable practice for increasing the SeGReV awareness of university students. In this sense, becomes clear that photovoice can be an important ally, as it is an extremely useful technique both on a pedagogical level and as a research instrument. Last but not least, we exemplify the adequacy and peculiarity of FAR as a research approach. [ABSTRACT FROM AUTHOR]

Background: This paper analyzes a remembered shared experience of cocurricular designing and coteaching an experiential learning pilot project in a university study abroad program (SAP) that emphasized social justice. Purpose: We look back because the pilot program is a significant demonstration of what complexities can arise when feminist educators bring their own politics and pedagogies to experiential learning and study abroad education contexts; we understand this as valuable because "experience" broadly is complex. Memory is crucial to feminist educators because it indicates the development of care, ethics, pedagogy, politics, and priorities, and so, we ask: what pedagogical insights can be gained through revisiting our enmeshed personal/professional memories of cocurricular designing and coteaching an experiential learning series for study abroad students? Methodology: We use self-study and memory work to analyze memory objects (curriculum materials) and narratives (of teaching) to explore this pedagogical work and highlight generative tensions that emerged while employing a critical feminist approach to work not initially conceptualized with this framing. Findings: We uncovered three key tensions: personal, community, and racial that troubled emergent issues related to difference, discourse, and positionality. Implications: This project offers pedagogical insights into how oppression and inequality may enter experiential learning and study abroad spaces. [ABSTRACT FROM AUTHOR]

Responding to bell hooks' call to 'Be Here Now', I argue that paying close attention to the present enables us to render visible the ways in which we are implicated in systemic injustices. I explore how refusal is a promising frame through which to enact worlds that feminists want to live in, showing how everyday acts of refusal have the potential to bring alternative worlds into being. To make this argument, I identify four distinct modes of refusal that might serve to positively construct feminist futures in the now: 1) social and affiliative refusal, 2) embodied refusal, 3) slow refusal and 4) imaginative refusal. While these four forms are not an exhaustive account of the different forms of refusal, they are each powerful in the context of feminist futures, drawing on central concepts of feminist thought: care and relationships, situated knowledge and bodies, time as a feminist concern and the importance and value of wonder as central to feminist thought. I argue that in the context of patriarchal, capitalist and colonial systems, systems that serve the interests of few and dominate the majority, these modes of refusal serve to puncture the settled status quo, simultaneously offering a glimpse into feminist futures while enacting them in the present. I conclude by reiterating that feminist futures benefit from being closely attuned to our present, and that a politics of refusal might enable us to penetrate colonial, patriarchal and capitalist systems by reimagining and acting on alternative visions in the now. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative participatory research study was to explore what happens when English language arts (ELA) preservice teachers collaborate to develop multimodal, intersectional, and critical feminist empowerment literacy curricula. This study centered on the following research question: How do ELA preservice teachers make sense of how pop-cultural, multimodal texts such as VSCO stickers frame girlhood and womanhood? Multiple data were collected: audio and video recording transcripts of monthly Saturday workshops, artifacts, such as curriculum writing and workshop photographs, researcher journals, analytic memos, and a shared Google Drive of written student thinking. The constant comparative method was used to analyze and triangulate the data. Analyses of data revealed that preservice teachers were able to critically analyze consumerism relating to VSCO stickers and girlhood and were able to notice how stickers typecast and reify individualism while also navigating authenticity during self-selection and categorizing stickers. Additionally, data analysis demonstrated how critical literacies played a role in the preservice teachers’ understanding of how several groups, communities, and individual voices were not recognized in the marketing and consumption of VSCO sticker packaging as well as providing additional gender biases in society. [ABSTRACT FROM AUTHOR]

My teaching note explores how to teach Zora Neale Hurston's Their Eyes Were Watching God in first-year composition classrooms. I discuss the demographics of my classroom in a rural public university, and my students' reactions to reading the novel. This article highlights the successes and challenges of my classroom discussions and activities relating to reader comprehension and code switching. In addition, I explore ways to implement antiracist and feminist pedagogies while keeping students out of the "panic zone."

This article is the result of research that developed an experiment uniting practices of artivism and critical reading of the media using feminist pedagogy, exercising computational thinking. The question was the search on the contributions of artivism in the formation of critical users of digital culture. The data were built by observing the workshops, interviews and examining the material produced through prose analysis. The results suggested that the participants master basic skills such as identifying patterns, hierarchizing information, but demonstrate little familiarity with the critical analysis of representations, which reinforces the relevance of Informational Media Literacy (MIL) in the school curriculum. [ABSTRACT FROM AUTHOR]

This article centres on students' experiences and recommendations regarding how Canadian secondary schools can enhance the critical consciousness of young people about gender-based violence (GBV). We describe findings from three participatory art-based workshops with adolescents in Saskatchewan, Ontario, and Nova Scotia. When asked what they wanted teachers to know when teaching about GBV issues, participants expressed the importance of strong teacher-student and student-student relationships, approaching GBV education in ways that addresses its scope, root causes, and impact on survivors, imparting practical knowledge for GBV prevention, response, and resistance, and providing students opportunities for agency and leadership. Findings were situated within a feminist intersectional lens and indicated that adolescent girls continue to live with GBV, experiencing harassment, discrimination, and discomfort and that, for Indigenous girls, experiences of GBV were compounded by racist and colonial violence experienced in and out of school. These experiences of violence contradicted the safe and caring learning environments that participants called for. [ABSTRACT FROM AUTHOR]

Copyright of Educational Reflective Practices is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article adopts an "engaged pedagogy" inspired by feminist thinking to revisit reflections concerning inquiries undertaken into mobilities that incorporate video-making. Moving from a human geographic perspective, the article focuses on several aspects developed in the course unit the author teaches on space, place, and mobility. In the proposed pedagogy, video-making allows learners to focus on mobilities as central to our understanding of contemporary social and spatial dynamics, as well as raising awareness of mobile spatial embodiments and their critical entanglement with ordinary encounters. Video-making engages students in deconstructing the inequalities that affect mobilities explicating issues of social class, ethnicity, gender, sexuality, and disability. In addition, it allows learners to experiment with strategies and tools that support communication on the move, which are increasingly ordinary. In conclusion, the article suggests that if a mobilities scholarship were to embrace the "engaged" pedagogic potential of video-making, this should be understood as a constituent within the wider politics of mobilities. [ABSTRACT FROM AUTHOR]

In the article, the author discusses the challenges and opportunities in French and Francophone studies and how can teachers resolve them. Also cited are the power of language and literature in influencing the world, the importance of using open access to engage, produce and transfer knowledge, and her experiences in navigating the challenges in the French educational system.

Pedagogic practices are central to how feminists from the West and the subcontinent have envisaged the liberatory transformation of society. Feminist methods of teaching-learning emphasise making educational material accessible, the creation of communities of learners historically excluded from education, the re- education for educators and making learners independent and equipped to continue the process of learning. In the Indian context, feminist pedagogy is key to challenging and replacing the default patriarchal and Brahminic setting of academia that perpetuates exclusion even when it grants admission. Writing pedagogy, following feminist methods, is building step-by-step access to teaching-learning that makes academic reading and writing doable. In that, it is de-brahmanising academic writing from appearing to be mystically transmitted only to those born into the socio-cultural capital to receive it. Drawing from reports by observers and participants, this article demonstrates how a conscious pedagogy of writing reworks access to academic reading, writing and thinking to directly address issues of intersectional marginalisations of gender. [ABSTRACT FROM AUTHOR]

This paper explores a unique set of existential and ideological difficulties associated with teaching 'gender' in a women's studies department while drawing on the pedagogic experiences of academics and colleagues teaching gender/feminism in more mainstream departments like sociology. It looks at the gender studies classroom as a transformative space where entrenched systems of beliefs, institutional arrangements and gendered relationships can be contested and rendered unstable. Simultaneously, it remains a space fraught with conflicts, confrontations and vulnerabilities for students and teachers alike. While 'gender' as a relational category marks a shift from 'woman' as a biological/essentialist/reductionist concept, I argue that the transition from women's studies to gender studies has not been adequately grappled with. Woman/gender is caught between contending and contingent forces—the legacy of the autonomous women's movement with its activist thrust, the NGOised/empowerment discourse with a top-down, instrumentalised approach to 'gender', and the heterogeneous aspirations and politics of gender transgressive and socially marginalised student constituencies. The gender studies teacher must navigate these complexities which on occasion confront and trouble her/their own gendered sense of self and precarities. [ABSTRACT FROM AUTHOR]

There is a broad consensus about the need to educate students in ecosocial skills and intersectional feminist perspectives, which implies designing, developing and assessing interventions that address this learning in different curricular subjects. Initiatives to educate in these issues generally lack tools to assess what students have learned. In this conceptual and methodological paper, we present a theoretically grounded and empirically verified tool based on the theoretical framework of teaching and learning conceptions and designed to analyse and assess what the students have learned related to an intersectional feminist perspective. The tool distinguishes three dimensions of learning: functionality (with domains such as inequality, sexist violence and feminism), complexity and generalization, each of them with different competence levels. This makes it possible to study the impact of feminist educational interventions and can guide teachers in the design of proposals of this type. [ABSTRACT FROM AUTHOR]

This qualitative study aims to improve accessibility and equity in digital spaces by identifying the prevalent mismatch between online course design, student culture, and its connection to instructional design for teacher preparation programs. Utilizing feminist theory, we explore the intersection between community, identity, and learning within relational-focused small group online discussions for students enrolled in two online teacher preparation courses. Data for this study includes observations of teacher candidates, artifacts of their meetings, and reflective responses. The results indicate that relational-focused small group online discussions provide opportunities to expand accessibility and equity through community and deep learning while impacting future teachers' identities. [ABSTRACT FROM AUTHOR]

Due to the fact that the question of achieving gender equality is becoming increasingly frequent in modern society, the subject of this paper refers to feminist pedagogy. Since the 1970s it has emphasized education as an important means of achieving gender equality in society. Based on the relevance of the topic, but also the fact that very little has been written about feminist pedagogy in the Serbian language, the main aim of this paper is to provide a brief overview of the key theoretical concepts of feminist pedagogy, but also to consider the possibility of applying its ideas in the modern educational context, which is increasingly under the influence of neoliberalism. Based on an analysis of the literature, it can be concluded that feminist pedagogy is a complex concept, and its definition can differ depending on the different starting points of those who study and practice it. Nonetheless, all approaches are directed towards the same goal - the achievement of gender equality, both in education and in society. Further, it can also be concluded that the application of the ideas of feminist pedagogy could have numerous advantages in the modern educational context, but also that this application could be challenging, due to the fact that the principles of feminist pedagogy are in opposition to the principles of the dominant, neoliberal ideology.

This paper reflects on teaching a postgraduate degree which aims to support students to understand and challenge gender violence and contribute to gender justice. It explores three dilemmas: (i) epistemological – how to create a curriculum which embraces diverse knowledges and decentres perspectives which can produce violence; (ii) pedagogical – how to create a learning space which generates intersectional gender justice; (iii) ethical – how to engage with violence suffered by others – and selves – without propagating further harm. Exploring how the author navigates these dilemmas, the paper argues that teaching this degree entails more than developing students' theoretical knowledge and critical analysis skills. It requires providing opportunities for students to contribute to the degree and supporting them to build skills in self-reflection, empathetic communication and collective witnessing. It means making space for students to work through precarious moments and process their own encounters with gender injustice and violence. [ABSTRACT FROM AUTHOR]

Teaching heterodox economics, under a feminist perspective, involves motivating students to add complexity to human nature, to critically reflect on the social nature of economic processes, and to recognize the coexistence of several models, challenging the mainstream idea of the existence of only one economic model, that of rational choice. This paper argues that the use of students' written diaries can serve as a useful feminist pedagogical tool for reaching these learning goals. Students' written diaries on daily consumption allow them to create a more inclusive learning environment engaging all students in 'practicing' economics and helping them to understand the implications of unrealistic theoretical hypotheses, empirically ascertaining that consumers' choices could not be explained as a process of optimization but as a social process where identities, social values and norms should be considered. [ABSTRACT FROM AUTHOR]

In this paper, I present an innovative assignment designed to promote inclusivity and belongingness in the undergraduate economics classroom while also allowing students to gain familiarity with prominent economists and understand how their economic contributions are embedded within social, historical, and political contexts. Students are asked to create a presentation in which they give a biography of a 'Great Economist,' explain in detail one of the economist's major contributions, and relate that concept to current course content, the economist's life, and their own lives. To diversify who is considered a great economist, I have students choose from a pre-set list of economists and associated contributions. Purposefully curating a list of economists allows for the representation of a wide range of pluralistic and mainstream economic perspectives in addition to social identities and lived experiences, which students discover through their research. The assignment is structured to promote significant learning following Fink's Taxonomy of Significant Learning and informed by key principles of feminist and critical pedagogy. I provide an instructional overview of the project, including recommendations for implementation in a face-to-face or online learning environment, considerations for crafting a list of economists, and end with observations from my own experiences. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to characterize feminist pedagogy within the context of economics instruction in the US and to contribute to the development of this paradigm by charting out a research agenda for feminist pedagogy in economics. Our argument proceeds in two parts. First, we answer the question, what is feminist pedagogy in economics (FPiE)? This section sets out a working definition and contextualizes FPiE within the broader pedagogy literature, within the pedagogy literature specific to economics, and within the practice of economics teaching today. Next, we explore new directions for research and practice in FPiE by discussing post-positivist epistemologies, resisting the depoliticization of economics education, and effective responses to diversity in the neoliberal university. [ABSTRACT FROM AUTHOR]

This research analyses the way in which the majority of the formal school education system in the SWANA region reproduces and reinforces gender stereotypes. Through a discussion of the idea of feminist pedagogy and comparing it to classroom practices in predominant public education, it becomes clear that feminist pedagogy is almost absent from schools in most countries of the region. I interviewed ten women who received their school education within different countries of the region, and employ their lived experiences as a primary source of data to support the argument of this research. It is essential to highlight that said formal education systems are beginning to change in some countries of the region, for instance, the Moroccan education system has introduced a gender equality curriculum. However, there is currently no published research on the implementation methods and viability of such initiatives. Finally, this research displays a few feminist platforms and podcasts that aim to spread feminist knowledge to fill in the gap created by formal education in terms of gender equality. [ABSTRACT FROM AUTHOR]

Although institutions of higher learning in South Africa have made progress in policies and programming that curb the ideological hegemonic positions inflicted by the Apartheid education system, higher education is still grappling with gender inequalities and inequities in the classroom context. This article reflects on my journey and pedagogical experiences as a student and later a feminist lecturer. Feminist pedagogues are promising approaches for social transformation in institutions of higher learning. I focused on my experiences, exploring the tensions that have shaped my praxis. I employed an auto-ethnographic research approach through an autobiography research method to illustrate my experiences as I transitioned from being a student to a tutor and a feminist lecturer within institutions of higher learning in South Africa. Findings from this paper show that to disrupt normative classrooms, lecturers need to harness classroom strategies that can enhance inclusion, equity, social justice, and equality. These might include but are not limited to reflexive journaling, negotiating, and listening, dialogue, mutual vulnerability to challenge conventional power relations in institutions of higher learning. The article recommends that feminist pedagogy can work towards solving potentially unequal relations and discriminatory learning environments. This can be done by disrupting normative power hierarchies in the classroom by allowing both lecturers and learners to negotiate the process of ‘being listened to and ‘being heard in the teaching and learning environments and thus creating room for plural voices and more inclusive learning spaces. [ABSTRACT FROM AUTHOR]