In this chapter, I reflect on my own experience of teaching Gender and Education, an elective course in our MA programme, to discuss how teachers might reconcile their responsibility for developing the critical consciousness of students along with their responsibility for enhancing transferable skills. Within this course, which employs a feminist pedagogical approach, students created and conducted workshops on a variety of subjects under the broad umbrella of gender equity. This was a graded assignment which enabled them to not only develop a critical consciousness and cultivate transferable skills but also cascade their learning from the Gender Studies classroom to a wider audience within and outside the university. Through a reflection of my own teaching processes and of students’ work, I argue in favour of a feminist approach to pedagogy to enable teachers to reconcile seemingly contradictory responsibilities within higher education. Authorship of this chapter recognizes the significant contribution of students to the reflections contained herein.
|Title of host publication||Higher Education and Professional Ethics|
|Subtitle of host publication||Roles and Responsibilities of Teachers|
|Publisher||Taylor and Francis Inc.|
|Number of pages||20|
|Publication status||Published - 01-01-2018|
All Science Journal Classification (ASJC) codes
- Social Sciences(all)