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Critical Theory and Feminist Pedagogy Presentation
Transcript of Critical Theory and Feminist Pedagogy Presentation
How knowledge is constructed
Development of voice
The authority of teachers and students
Dealing with differences
Once one sees that there is not just one truth, but multiple truths their social structure is likely to change Tisdell combines Liberatory and Gender models Strands of feminist pedagogy Using Feminist Pedagogy Feminist Pedagogy-the application of feminist theory to education Feminist Pedagogy Critical Theory Rachel Valeck
Betsy Hawes Critical Theory & Feminist Pedagogy The structured nature of power relations (gender, race, class) are being reinforced through education. Help women develop their own voice.
See themselves as capable of constructing knowledge, rather than just recieving it
Produce safe classrooms so that women and all others feel safe sharing their voice
Life experiences are valued in the classroom Creating inclusive learning environments:
Pay attention to the power relations
Identify all stakeholders and their positionality in the educational program
Build a community based on both openess and intellectual rigor to create a democratic relationship Overview Intro
Feminist Theory & Activity
Feminist Pedagogy & Video
Critical Theory & Activity
Wrap-up http://blog.lib.umn.edu/puot0002/femped2010/2010/12/brittany-and-reinas-statement-on-feminist-teaching-with-social-media.html POWER Critical theory's strength lies in its critique of existing economic and social structures and resultant power dynamics. OPPRESSION Interplay between lifeworld and the system: Lifeworld is the informal, everyday interactions of daily life, and the system consists of those structures based on money and power that have an impact on everyday lifeworld. Challenging Ideology
Practicing Democracy Corporations
Education Seven Learning Tasks Embedded in Critical Learning Theory: Criticisms of Critical Theory Serves as a tool to uncover the use and abuse power but not a means for justice.
Uses technical jargon and obscure references. References Baumgartner, L.M., Caffarella, R.S., Merriam, S, B., (2007). Learning in adulthood: A Comprehensive guide. San Francisco, CA: Jossey-Bass Harper, S.R., Jones, S.R., Schuh, J.H., (2011). Student services: A Handbook for the profession. San Francisco, CA: Jossey-Bass Feminist Theory
Analyzes gender inequalityConcerned with women's rights and issues
In what part of the class were you most engaged?
In what part of class did you feel the most distanced?
Was there anything that you found surprising?
Was there anything you found to be puzzling or confusing?
What is one piece of knowledge you will be able to apply in the future? Reflection