List of Quotations on Feminist Pedagogy compiled by Penny Welch, University of Wolverhampton, in January 2000

Building a world in which women are not subordinated requires the development of a world view in which this is possible
Jane Aaron & Sylvia Walby (eds) (1991) Out of the Margins: Women's Studies in the Nineties, Falmer Press, London, p. 1.

Feminism recognizes education both as a site for struggle and as a tool for change-making
Linda Briskin & Rebecca Coulter (1992), Feminist Pedagogy: Challenging the Normative, Canadian Journal of Education 17/3, p. 249.

The inclusion of our historical and social locations as they relate to power, oppression and privilege has the potential to be a compelling component in the construction of curriculum
A Cheryl Curtis (1998), 'Creating Culturally Responsive Curriculum: Making Race MatterThe Clearing House: a Journal of Educational Research, Controversy and Practices17/3, p. 138.

In terms of feminist pedagogy, the authority of the feminist teacher as intellectual and theorist finds expression in the goal of making students themselves theorists of their own lives by interrogating and analyzing their own experience
Kathleen Weiler (1991) Freire and a Feminist Pedagogy of Difference Harvard Educational Review 61/4, p.462.

When I am teaching history and politics, my students can bring their experience, insights and questions to classroom discussions. I assist them by adding the factual, analytical and contextual information that illuminates and expands their insights. The method works well to empower students, drawing them out, helping them to make sense of what they already know and have experienced
Barbara Omolade (1993), 'A Black Feminist Pedagogy' Women's Studies Quarterly Nos. 3 & 4, p.34.

... by experience, I do not mean the mere registering of sensory data, or a purely mental (psychological) relation to objects and events, or the acquisition of skills and competences by accumulation or repeated exposure. I use the term not in the individualistic, idiosyncratic sense of something belonging to one and exclusively her own even though others might have 'similar' experiences; but rather in the general sense of a process by which, for all social beings, subjectivity is constructed. Through that process one places oneself or is placed in social reality, and so perceived and comprehends as subjective (referring to, even originating in, oneself) those relations - material, economic, and interpersonal - which are in fact social, and in a larger perspective, historical
Teresa de Lauretis (1987) Alice Doesn't: Feminism, Semiotics, Cinema, Macmillan, London, p. 159.

Students have come to expect such pedagogical alternatives as the integration of our personal experiences with our political analyses, affective as well as cognitive expression in the classroom, and a synthesis of our feminist theory and practice
Chris Ruggiero (1990), 'Teaching Women's Studies: the Repersonalization of our Politics' Women's Studies International Forum 13/5 pp. 469-475.

To reflect feminist values in teaching is to teach progressively, democratically and with feeling
Nancy Schniedewind (1983), 'Feminist Values: Guidelines for a Teaching Methodology in Women's Studies' in Bunch, C. & Pollack, S. (eds) Learning Our Way: Essays in Feminist Education The Crossing Press: New York.

We argue for a proactive feminist pedagogy that enhances women's computer learning by demystifying the computer and promoting technological equity in the classroom
Sharlene Hesse-Biber & Melissa Kesler Gilbert (1994), 'Closing the Technological Gender Gap: Feminist Pedagogy in the Computer-Assisted Classroom' Teaching Sociology Vol. 22, p. 1.

Feminist education - the feminist classroom - is and should be a place where there is a sense of struggle, where there is visible acknowledgement of the union of theory and practice, where we work together as teachers and students to overcome the estrangement and alienation that have become so much the norm in the contemporary university
bell hooks (1989) Talking Back: Thinking Feminist, Thinking Black Sheba, London, p.51

Feminist pedagogy can only be liberatory if it is truly revolutionary because the mechanisms of appropriation within white supremacist, capitalist patriarchy are able to co-opt with tremendous ease that which merely appears radical or subversive
bell hooks (1989) Talking Back: Thinking Feminist, Thinking BlackSheba, London, pp. 50-51.

Given the way universities work to reinforce and perpetuate the status quo, the way knowledge is offered as commodity, Women's Studies can easily become the place where revolutionary feminist thought and feminist activism are submerged or made secondary to the goals of academic careerism
bell hooks (1989) Talking Back: Thinking Feminist, Thinking Black Sheba, London, p.51.

This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade
Paulo Freire (1972) Pedagogy of the Oppressed Penguin, Middlesex, p. 25

The education situation which most effectively promotes significant learning is one in which (1) threat to the self of the learner is reduced to a minimum and (2) differential perception of the field of experience is facilitated
Carl Rogers (1951) Client-Centred Therapy Constable & Co., London, p. 391.

As Women's Studies becomes something higher education sells as a popular consumption choice, the area itself threatens to move away, practically and politically, from feminism
Lisa Adkins & Diana Leonard (1992), 'From Academia to the Education Marketplace: UK Women's Studies in the 1990s' Women's Studies Quarterly Nos. 3 & 4,

Precisely because fundamental research involves going beyond the frontiers of established understandings, good academics cannot be told what to do; they defy control; and the kind of creativity required cannot be commanded by an academic master, still less delivered to a management order
John Dearlove (1997), 'The Academic Labour Process: from Collegiality and Professionalism to Managerialism and Proletarianisation?'Higher Education Review 30/1, p.57.

Feminism is the political theory and practice that struggles to free all women: women of color, working class women, poor women, disabled women, lesbians, old women - as well as white, economically privileged, heterosexual women. Anything less than this vision of total freedom is not feminism, but merely female self-aggrandisement
Barbara Smith (1982), 'Racism and Women's Studies' from G Hull, P Scott & B Smith (eds) All the Women are White, All the Blacks are Men, But some of Us are Brave Feminist Press, New York

Created by Penny Welch August 2000

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