Team Teaching “Gender Perspectives”: A Reflection on Feminist Pedagogy in the Interdisciplinary Classroom

This paper explores the potential of collaborative interdisciplinary teaching as a mechanism for advancing feminist pedagogies. The authors, individually and collectively, engage in feminist academic work (e.g., scholarship and teaching) that challenges traditional academic expectations in their dis...

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Bibliographic Details
Published in:Feminist teacher 2013-01, Vol.23 (2), p.105-125
Main Authors: De Welde, Kristine, Foote, Nicola, Hayford, Michelle, Rosenthal, Martha
Format: Article
Language:English
Subjects:
Biological gender
Case Studies
Classroom environment
Collaboration
College instruction
Cooperative learning
Critical Thinking
Educational aspects
Epistemology
Femininity
Feminism
Gender identity
Gender Issues
Gender performativity
Gender studies
Higher Education
History instruction
Interdisciplinary Approach
Management
Men
Pedagogy
Power Structure
Sexuality
Teacher Collaboration
Teaching
Teaching Methods
Team teaching
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Summary:This paper explores the potential of collaborative interdisciplinary teaching as a mechanism for advancing feminist pedagogies. The authors, individually and collectively, engage in feminist academic work (e.g., scholarship and teaching) that challenges traditional academic expectations in their disciplines and at their institution. The authors do this in spite of their understanding that power relations within the academy and in traditional academic disciplines tend to marginalize methodologies that promote emancipatory and progressive ideas. Furthermore, they embrace academic feminism, particularly in the classroom, as having interdisciplinary potential in its ability to draw from multiple fields of thought simultaneously to help students develop critical approaches that ultimately contribute to equity and equality, within and beyond the academy. The focus of this article is to contribute to the discussion of the promises and drawbacks of interdisciplinary feminist pedagogies and collaborative teaching by providing a case study of feminist interdisciplinarity that is truly integrative, as conceived and implemented in a team-taught Gender Perspectives course delivered by the four authors in 2009 and 2012.
ISSN:0882-4843
1934-6034
DOI:10.5406/femteacher.23.2.0105