Negotiating Knowledge and Knowing: Philosophies of Teaching and Learning in Feminist Classrooms.Report as inadecuate




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This paper presents an understanding of feminist teaching through a poststructural perspective which problematizes knowledge construction and meaning, in particular how feminist teachers create spaces for and struggle within the relationship of negotiating knowledge and knowing in higher education classrooms. The paper uses the term "negotiation" to characterize the constant redefinition of knowledge in all of its forms as it is developed through tensions between and contributions of class content, students, teachers, and larger societal factors. The paper first explains its focus on teachers in this capacity and then briefly presents ideas about knowledge from literature on feminist classrooms. The paper then addresses knowledge as conceptualized in poststructural philosophy. Finally the paper presents data from interviews with persons who use feminist teaching in some capacity to talk about knowledge negotiations that occur within their higher education classrooms. The paper aims to provide many viewpoints on the types of knowledge that are validated in classrooms, to show how these teachers conceptualized both their roles and those of students as they all engage as participants in the classroom and knowledge negotiation process, and to demonstrate the degree to which these teachers problematized the existence of truth within their classrooms and the larger society. (Contains 22 references.) (JB)

Descriptors: College Faculty, College Instruction, Educational Philosophy, Epistemology, Feminism, Higher Education, Teacher Attitudes, Teacher Role, Teacher Student Relationship, Teaching Methods











Author: Ropers-Huilman, Becky

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12479&id=ED387031







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