The current educational landscape has been shaped by the process of information transfer. As a result, current educational processes do not encourage students to actively participate, reflect upon their personal experiences, or have engaging dialogues with their classmates and teachers. In order to change current educational practices, we must embark on a journey of transformation. The development of a transformative education places the students’ reflective processes at the heart of their learning experiences. Two pedagogical methods that have focused on personal experiences as legitimate sources of knowledge are feminist and liberatory pedagogies. Though both of these pedagogical methods are characteristically different, they have strong commonalities. For that reason, this research is structured around incorporating feminist and liberatory pedagogies into a new transformative pedagogy. In this research, feminist and liberatory pedagogies are compared and contrasted through the concepts of dialogue, the role of authority, personal experiences as sources of knowledge, identity, and empowerment. Through the synthesis of feminist and liberatory pedagogies, I propose a fused pedagogical approach for academic environments that addresses personal experiences, active participation, dialogue, and the intersectionality of multiple identities. As a result, when we combine feminist and liberatory pedagogies, we kindle an environment with the possibility of empowering students to become active participants, self-reflexive, and critical thinkers.
|Keywords:||Feminist Pedagogy, Liberatory Pedagogy, Identity, Empowerment, Information Transformation, Dialogue|
Graduate Student, Women's Studies, Texas Woman's University, Denton, USA
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