Program Design

Group Members	Roles	Commented On
Katee Welte	Program Design/ Tables/ PowerPoint	Group 3: Narrative Learning
Tiffany Hamilton	Rational
Gabriel Shetterley	Intro, Reflection, Editing	Group 5:  Transformational Learning

Introduction

Traditionally, education has been put within the perspective of the masculine. We can see this to be true when looking at the traditional methods of instruction within the educational system. The teachers/professors are the keepers of knowledge, and the students are empty receptacles for knowledge to be bestowed upon, in, or into. After the modern era, and moving into the postmodern era, multiple new theories, beliefs, ideologies, understandings, and practices of educating began to emerge. Where traditional and this new, post, modern approach to learning diverge, is upon the belief of truth. Truth, under traditional education models, was something that was indisputable, limited it to only one interpretation being the only way to perceive such knowledge, however, with the movement of postmodernism, truth no longer has this singularity, but rather multiple interpretations…

One of the newly emerged pedagogical approaches the duration of this paper will be utilizing is Feminism Pedagogy. Feminist pedagogy, like other postmodern beliefs, rejects the traditional roles of educations and the educator, in favor of erasing power dynamics between the students and teachers/professors to allow for students to active participants in making and defining knowledge and allowing multiple interpretations. While there are many reasons as to why educational models ought to move away from the traditional authoritarian/masculine based pedagogy to some postmodern pedagogical approach, however, we believe it is in the best interest of learners to adapt some of the elements and principles of feminist pedagogy. In what follows is our rationale behind this pedagogical approach, our program design, and then a brief reflection.

Rationale

The foundations of feminist pedagogy are many, but at the heart of it all, lies a very simple and inclusive idea of how to promote true learning and meaning making, beyond the hegemonic masculine views of education and society, one free from patriarchal expectations, imposed societal norms, and their impact on the classroom and the teacher-learner relationship. The primary purpose of this idea to is to establish a creative and inclusive learning program that defies the traditional and antiquated gender norms, while encouraging freedom of thought through supportive and accepting collaboration between the educator and the learners. The five key principles in feminist pedagogy include empowerment, community building; diversity and mutual respect for one another’s personal experiences; redefining the teacher learner relationship and challenging traditional views that create a hierarchy in the classroom, diminishing creative and innovative thinking and learning.

Gender norms and expectations are prescribed upon us at a young age, in many cases, even before birth has occurred, with varying degrees of significance and importance based on the individual’s culture/religions/family/home environment or lack-there-of. There are many factors that impact the gender norms, what they are, how ought one to be, how to move, and so on.  Therefore, some of the issues with gender power dynamics in the classroom can be very difficult to overcome. By identifying these structures and the ways in which knowledge is formed, for the perspective of the individual learners and groups of learners, we are able to shine light upon the oppressive nature of formative years, resulting in preconceived expectations and beliefs that are primarily phallocentric, exposing its pitfalls. In order to overcome this ingrained ideal of learning, one must, first, create a learning environment that, not only challenges traditional hierarchy and authoritarian power dynamics and relationship of the teacher and the student, but also creates a space the is comfortable for the learning experience, one that encourages learners to act more like themselves. Feminist pedagogy confronts the long-held belief that the personal life and the professional life are two separate things by positing the view that the personal and professional are one in the same, by doing so, we can introduce ourselves to our authentic selves. In exposing our authentic self, one can begin being to be open, honest, and relatable in our personal struggles and experiences within the context of learning and meaning making with others in the classroom. Through an authentic presence and presentations, we are able to open the door for others, to be honest about their experiences and find ways to relate the course material to their own life in a way that can be completely unique, giving birth to truly innovative ideas and resolutions, overcoming subjects that often leave learners feeling ambiguous, that are often averted in traditional masculine/authoritarian learning structure. Mixing the personal with the professional, as if they are the same, must be done so in a way that does not solely focus around the teacher/educator, but in a way that inspires the honest self-reflection among the individual learners to encourages them to find their voice, overcoming any fears of judgment or ridicule.  Whereas the traditional ways of learning and teaching concisely divide the personal from the professional, believing there is no place for one’s personal life in the professional setting.

        In the masculine world of education, the lives of women and their experiences are often dismissed and diminished, leaving many to feel that if they make the connection with a subject matter or any topic with their personal life they may be written off and/or discredited. This creates a barrier to true self-reflection, learning, and innovative collaboration thus inhibiting any potential for true growth, both on an individual and community or even a global level. By creating open lines of communication and dialog that are free of judgment, ridicule and authoritarian ethos, feminist pedagogy, not only allows for learners and educators to be comfortable with the unknown by allowing new ideas, beliefs, and perspectives, but also allows the individual to transcend long held and rigid belief systems that we have exposed, enabling us to let go of previously held ideas, beliefs, and perspectives that we used as a type of safety net protecting us from ambiguity and the abyss of the unknown. It is through this process that we are able to find our voice, freeing us all from the chains of society’s expectations, a kind of personal emancipation from what the master has been expecting of us. This pedagogical application is over encompassing, expanding well beyond the traditional deletion of women or feminine, but also for individuals of disadvantage social groups, but stopping short of identities like cisgendered white males.

Practical Program

        The Younger Women’s Task Force (YWTF) of Greater Lafayette is a group that hopes to empower community members, especially women, to develop their voice and be a part of our community on a local and national level.  The YWTF defines their values on their website including; change, inclusion, intersectionality, creativity, transparency, women building women, equality/equity, learning, and asset based approach. By focusing on change, they envision the ability to change what does not work for them, but to also create new ideas for the betterment of humanity. The inclusive nature of YWTF enables all members to feel welcome and promotes the need for each member to actively participate and share and create an inclusive environment; including issues that affect anyone that identifies as a woman. The YWTF utilizes the aforementioned mentioned attributes of feminist pedagogy by thinking outside the box and removing the constraints of antiquated beliefs, opening up the future to new ways of thinking and life. Transparency is vital to their goals, they are open and honest about their experience, what they do and what they hope to achieve, and creating an environment that is inclusive and encouraging while demonstrating their commitment to Greater Lafayette.

        The YWTF realizes that women and men are socialized in very different ways, creating a unique experience and needs for women, that is different than the needs and experiences of men. They also realize that women of color have experienced an extreme version of these experiences, therefore noting that “everyone deserves shoes-but more specifically, they need shoes that fit” (Young Women’s Task Force).  YWTF believes that learning is a lifelong experience and transcends the personal and professional aspects of our lives.  They encourage each member to bring their experiences into their safe space and work together to improve the outcomes of issues that matter the most to women, so that they may bring awareness and improve the quality of life for everyone. The current focus includes access to healthcare, reproductive justice, ending human trafficking, ending violence against women, equal pay for equal work and intersectionality.

Program

Classroom Based Design

Program Based on Building “Confidence”.

Program Title: Express IT!

 Step 1:

Each student will have one piece of paper in front of them on their desks. This piece of paper is blank, they can freely create a drawing that represents what confidence means to them. They can portray through pictures and designs. Once everyone is done drawing and/or designing their portrait of confidence, they will then be collected than redistributed out to a new student. No one should have their original picture. This opportunity creates room for personal expression and diversity. Confidence is key in encouraging to use your voice, overcome fears and reach your biggest goals

Step 2:

Classmates are then asked to begin explaining what they see in front of them, mind you, the classroom will be set up so that students are in a group like setting and not just forward facing the teacher. All students are encouraged to face each other during the discussion but still allowed the freedom to do what makes them feel most comfortable. This will go on for about 20-30 minutes with the input of the instructor but allowing the students to do more of the interacting within each other. Each student gets the opportunity of a few minutes to express what another person has given to them. This will be effective for accepting diversity in the way that others will express themselves. This incorporates important aspects of feminist pedagogy classroom or learning environment by getting to know each other as apart of the community and accepting each other differences, and Empowerment having the students engaging in small groups encouraging others.

Step 3:

After each picture has been discussed and ideas have been written on the board by the teacher during the discussion. Different topics based on building and understanding confidence will be on the board, the students are then encouraged to write down all the ideas and thoughts that were discussed throughout the activity. Then they will be told to create a blog- any blog they choose and post a meaningful post about confidence and why it can be essential for learning and growing. This again allows self-expressions and engagement with the world outside of the classroom and into the community. Then will then in the next class session have feedback from the community which then in the next classroom session will have other ideas and topics they can bring for discussion. When they come back for discussion this allows the teacher to have less lecture time and allows more time for “personal” than “professional”- with no power over the classroom and allowing to voice and experience such a fun classroom setting.

Step 4:

Reflection Journal. It's important for students to keep a journal of the things they learned in the classroom and also allow the opportunity to freely express how they feel on the topic and reflect on how it applies to their daily lives and how it can help improve the lives of those around them. A journal is personal and is always kept with the student, it can even be useful outside the classroom and the teacher can also look if asked for any feedback on how the student is taking in new ideas and concepts.

	Application of the main ideas in practice (check Implications)	Application of the main ideas in practice (check Implications)
Idea 1	Empowerment	Allowing for creative learning (not power). Energy and potential, which can hold the community together. We learn and can teach others, having a sense of power within ourselves is crucial for learning but encouraging and empowering others is also crucial.
Idea 2	Community	Getting to know those around you and learning what people enjoy with encouragement as well. Noticing the value in their classmates and peer’s ideas and developing a sense of the classroom as a learning community.
Idea 3	Voice/ Expression	This is allowing students to express their opinions and ideas on a topic without feeling judged or ridiculed. Also, the teacher or instructor asking students to connect with the world and ideas around them through personal expression
Idea 4	Reflection	Encouraging students to write down thoughts, ideas and questions. This can expand to other ideas that can lead to discussion in the Classroom

Table 3. Summary of Program Design

	Rationale	Purpose/ Objective of the Design	Learning Environment (setting)	Activities (mode)	Methods/Tools/ Strategies (media)
1	Empowerment	Letting others express how they want and encouraging others to do so	In a classroom not all forward facing	Individual and Group Discussion	PowerPoint and Small Discussion
2	Community Building	Connecting with the community and other that share the same interests	Online/Blog	Individual Expression Online	Computer and Blogging Tool
3	Diversity	Each student again aloud to each expression how they like. Each individual will be different in their expression and free to do so	Small Group in a classroom not forward facing but towards group members	Group	Papers that have been drawn to lead the conversation- prompt was the drawing.
4	Mutual Respect	Reflection Journal and allowed teacher/student time	In the classroom and at home or library	Individual and Group discussion	Prompt will be the discussion following the drawings and the teacher will complete small lecture and more time for student to discuss instead of the basic lecture setting

Reflection

  With the traditional education is still dominated the perspective of the masculine/authority mode of teaching, it may appear hopeless for any significant change, prima facie. However, with some of the elements and principles of feminist pedagogy, there is hope to subvert the traditional hegemonic societal expectation of learning, knowledge and meaning making that can help disenfranchised groups. With the program, we hope that educators can begin to realize the impact that gets to know their authentic self, develop their voice, and become active meaning makers within the learning process has on the individual. 

https://drive.google.com/open?id=1wGrmiECVScEH8Cx-lUPdXQGPZ3_L5AnP

Bibliography 

Changfoot, N. (2004). Feminist Standpoint Theory, Hegel and the Dialectical Self. Philosophy and Social Criticism, 30(4). 

Frye, M. (1983). The Politics of Reality: essays in feminist theory: Crossing Point.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood: Jossey-Bass.

Younger Women's Task Force-Greater Lafayette Chapter. Retrieved from https://ywtf- gla.aauw.net/