Beyond "Talking Heads": Towards an Empowering Pedagogy of Women's Studies
Abstract
Although Women's Studies has gained a foothold in Canadian post-secondary educational institutions, its position is precarious. This article examines: the definition of Women's Studies, the status of Women's Studies as an academic discipline within the post-secondary context, and the development of a Women's Studies pedagogy appropriate to the particular subject matter. The major elements considered necessary to a pedagogy of Women's Studies are examined as those which both stimulate and validate educators' and learners' definitions of women's experiences, values and knowledge. In this context, the pedagogies of both Humanistic and Critical Education are discussed and applied to feminist pedagogy, not only with reference to theory, but also with concrete suggestions for a pedagogy of empowerment.Metrics
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