Program Design

Introduction:

As human being male or female we carry some sense of knowledge. Our own distinct set of knowledge-based ideas, thoughts, concepts, and so on. While still undergoing research, we try to understand the concepts of knowledge and how everyone learns. For this paper we will review Feminine Pedagogy and how it plays its role in learning the concept of knowledge, and how it is used in everyday practices. It begins with the pedagogical framework firm with feminist theory while also inviting epistemological theories, teaching strategies, approaches to content, in the classroom and the relationships between the teacher and the students, considering knowledge to be socially constructed.

Pedagogy is today more commonly known as the approach to teaching, while referring to the practice of learning- how is the social, political and psychological development of the learner influenced by such process. Like feminist pedagogy studying the interactions that are taking place in the classroom, only feminist pedagogy is adopted by female teachers to use as teaching strategies, considering theories of learning, tuning in with the students and their needs, knowing their interests and beliefs. Creating a new method of teaching outside of the classroom and addressing society. Breaking it down basically into these parts.

·         Life experiences=life lessons

·         Break down knowledge- (epistemological)

·         Gender, race, all are one.

Overall being a part of this pedagogy it’s to make a change in the everyday classroom, looking at the teacher/ student relationship as equal and allowing the student to control their learning. Believing that todays classroom and way of teaching is too dominating and can make the students feel as if they are less. Teachers and Students should have a type of relationship that leaves negotiation and interaction (an open-ended process). Feminist Pedagogy- believe gender is important in the classroom relating to how things are taught in the classroom. Students should understand the have the right to speak their minds replacing old teaching ways and bringing on a new era of teaching and learning encouraging a student to always be mindful of experience and their environment.

Themes:

Gender Power in the Classroom

It is argued that this learning style is strongly for women and speaking their mind, although with such focus on gender qualities it allows them to be aware of the current social issues that are occurring currently. As some would say, a sexist practice that encourages the gender separation issue that already exists. Others argue that other pedagogies could be more beneficial and more gender neutral for learning opportunities and completing education.

In early education scholars have taken a look at how being gender conscious can be beneficial in teaching gender conscious pedagogy(Warin, Jo, and Vina Adriany, 2017) With it being said that ECE is supposedly the most of gendered professions- where it is important to have both the masculine and feminine side of things in the classroom with the young minds. A recent article examined two interview-based studies one conducted in Indonesia and Sweden- Kindergarten and Pre School. Its important to state that in these findings many of the teachers within the classroom are more than likely to teach around their (own implicit gender belief”) (Warin, Jo, and Vina Adriany, 2017) meaning what they believe if affecting how they teach different subjects or lessons. For them to be effective in teaching gender pedagogy they need to have more of an open mind and develop an “explicit gender consciousness). This relieves the gender bias, allows for more open-minded ideas and thoughts between the student and the teachers.

Teaching and using Feminist pedagogy could find some challenges while trying to education and provide interventions to students in Violence against women in sexuality and relationships. It one article it states that based on the interview data the programs that were run heavily with liberal and radical feminist approaches(Ollis,2017) Reason being to this showing concern to researchers and other staff, there have been some negative responses from students, in which they are more aware of sexism, objectifying and sexual safety. It can be difficult to conduct the approach and is limited in practical use according to scholars. It started with younger woman started to show more skin, wear clothes that attracted men in a sexual way compared to the opposite of woman that did not like their gender and walked around more like a “tomboy” (Ollis,2017)

In the article above 3 classrooms were given the opportunity to take part in a Gender and Positive Education Program for both Male and Female Students, overall 23 females and 27 males in 9^th grade participated, one classroom declined because they believed it was to traumatizing for their students. Much data was taken and collected on each group, teacher and then a reflection from both at the end of the program. In conclusion, many questions were raised on how the material was covered and shows an increase of awareness in inequality and sexual exploitation of the woman’s body. With many comments of disgust and surprise that woman “objectify” themselves and will do anything for money, this was allowing the students and what seemed to be an emotional connection to the content. It was easier for the teachers to deconstruct binaries- but still had difficulty with the pedagogical approaches in (sex/gender) boundaries including the alternative constructs and re constructs of female sexual desire. (Ollis,2017)

Implications

It seems that feminist(feminism) is “trending” more in feminist conversations. Especially now that we are more involved with social media and technology, information can travel faster, and people feel like they have more of a say on the internet. In relation to this class a teacher in a read article had stated that she required all her students in her women and gender studies keep a blog throughout the class- in relation to Tumblr this allows them to connect with other students along with other bloggers across the globe that could be conversating on the same topic. They can use these tools to help learn better in the classroom and stay up to date on current events. On these blogs students are not joining groups like you can on other social media sites. With all, we know that outside of going to class each day these are topics and issues that are discussed. How does this help with the gender problems that can occur in the classroom?

The teacher will insist to the students to look for ideas and examples of other types of racism, sexism and things of that nature(Guillard,2016) Rather it be they are learning this in the classroom or outside of the classroom students are gaining knowledge and ideas from the outside world a long with the inside with the hope that keeping an open mind and understanding of the world around them. Not only are woman writing about activism but so are mind and having likeminded conversations and ideas.

It seems that younger than older adults are more pressed on political issues and this is done via social media. There are many issues that are identified on social media in relation female users and what some will say a feminist building block. While we still have the influence from the outside and other “masculine” so to speak opinions using the social media route. Said very well by one Author. “As traditional institutions becomes more involved in social media and build their organizations to include online networks, educators can support social media sites by using them in social justice oriented curricula to teach, and become a method for, delivering feminist activism.”( Guillard,2016 pg 622).

The study conducted was examining blogging as a feminist pedagogical tool. Many of the topics discussed on these blogging sites were about women of color, rape, culture, qual rights for LGBTQ, trans awareness, how media is mis interpreting women and racial privilege. Although these topics seem to be somewhat overwhelming, many or most of the students agreed that using blogging as a tool between the classroom and the outside world was a safe place to have these discussions, in my opinion what I feel was a great benefit from using this tool, is it did take students outside of the classroom and out interacting with those who had the same interest and topics creating more social relationships and no negative effects from teaching on the subject (Guillard,2016)

Reflection:

As a woman I myself am not concerned with either gender or prefer to live the life of equality. This very statement can raise concern for young men and women because of what society has done. We have reached a stage in our lifetime, where everyone basically knows everything about you, we all are nosey wondering what our favorite celebrity is doing or who they are involved with. We all have our own set of belief systems and we all are never going to agree that this rule should be followed or that this statement should be allowed to be made. As a woman I enjoy that I can connect with others on a topic that others believe to be very important and relevant to their daily lives. If another culture of woman in what some would call to be degrading or disrespectful if given the opportunity, they will speak their mind and will do what it takes to make changes that are both beneficial for them and the generations to pass. Its not only important as a woman but also as a child or a general human being to stand up for.

Highlights: I have so many new terms and ideas that need to be addressed and discussed within this topic. I have just touched the service on this extremely controversial topic

Process: Understanding both the masculine and feminine side of any issue is always relevant and was raised to believe that all are created equal. We have now been faced with a time where woman and men do not see eye to eye. It’s important for us educators to see views on each side and stay open minded to those who voice their concern. As a mother to a daughter, its important as a parent for her to stand for what she believes and receive appropriate education

Conclusion

When teaching in the classroom I have now had several teachers either have us keep a journal or blog that was interactive with other students or those outside campus that could add more to topics, projects and papers that were done in the classroom. I was skeptical at first of using a blog and putting out to the world what was going on in my life and yes this even included the classroom life that I had. It was beneficial for me because I was actually like the study had mentioned able to connect with others outside of campus and learn new information that was extremely relevant and important for my practices.

After reviewing the material and reading the articles I was shocked as to how big of a controversy this topic is.

Table 2. Summary of Literature Review

Theme 1	Gender Power in the Classroom	Understanding differences in masculine and feminine learning styles. How the approach is much different
Theme 2	Early Education	Scholars have looked at how being gender conscious can be beneficial in teaching gender conscious pedagogy. This begins at an early age in younger students.
Theme 3	Learning Outside the Classroom	Learning in the classroom leaves little room for growth within the community and restricts ideas. Expanding to online learning and integrating both the community and classroom together can increase a more positive learning.

 References:

Rohrer, Judy. “‘It’s in the Room’: Reinvigorating Feminist Pedagogy, Contesting Neoliberalism, and Trumping Post-Truth Populism.” Teaching in higher education. 23.5 (2018): 576–592. Web.

Guillard, Julianne. “Is Feminism Trending? Pedagogical Approaches to Countering (Sl)activism.” Gender and education. 28.5 (2016): 609–626. W

Herman, Clem, and Gill Kirkup. “Combining Feminist Pedagogy and Transactional Distance to Create Gender-Sensitive Technology-Enhanced Learning.” Gender and education. 29.6 (2017): 781–795. Web.

Ollis, Debbie. “The Power of Feminist Pedagogy in Australia: Vagina Shorts and the Primary Prevention of Violence Against Women.” Gender and education. 29.4 (2017): 461–475. Web

Warin, Jo, and Vina Adriany. “Gender Flexible Pedagogy in Early Childhood Education.” Journal of gender studies. 26.4 (2017): 375–386. Web.

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Katee Welte	Mat Murphy Group 5 Transformative Learning