Feminist Pedagogy in the Elementary Classroom: An Agenda for Practice

Citation data:

Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, ISSN: 0882-4843, Vol: 15, Issue: 2, Page: 123-131

Publication Year:
2005
Usage 2
Abstract Views 2
Repository URL:
https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/37
Author(s):
DiGiovanni, Lee Woodham; Liston, Delores D.
Publisher(s):
University of Illinois Press
Tags:
Early childhood education; Teaching methods; Females; Elementary education; Student empowerment; Feminism; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Methods; Academics, Education, Curriculum, Foundations & Reading, Faculty Publications
article description
Because elementary education is predominantly made up of women, it is interesting that not much research in the field has been conducted with an inherently feminist perspective. Lisa Goldstein notes that developmental psychology has been the theoretical foundation for early childhood education--an irony, especially considering the pervasiveness of masculinist discourse within that field. The authors of this paper, following a thorough review of the literature on this topic, concluded that, with few exceptions, feminist pedagogical practices are relatively unstudied in and virtually unapplied to the elementary school level. This paper explores the possibilities for student-empowering pedagogical practice on the elementary level and suggests a new agenda for research into feminist teaching in K-5 classrooms.