Imagination, hope and the positive face of feminism: pro/feminist pedagogy in ‘post’ feminist times?

Lambert, Cath and Parker, Andrew (2006) Imagination, hope and the positive face of feminism: pro/feminist pedagogy in ‘post’ feminist times? Studies in Higher Education, 31 (4). pp. 469-482. ISSN 0307-5079

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Abstract

This article presents an analysis of the way in which a group of students at one UK university mobilised their interest in and commitment to pro/feminist values and ideals through the establishment of a student society geared towards combating anti-sexism. Placing the students at the centre of the discussion, the article describes the various strategies adopted by the group to proselytise their views and how, through the utilisation of a range of resources, they sustained a programme of political activism around issues of gender inequalities. Highlighting the possible connections between pedagogic practice, classroom experience and extra-curricular activity, the article demonstrates the ways in which the teaching and learning process might facilitate student engagement with a broader set of ideas about life both inside and outside of the university setting. Within the context of ongoing change surrounding UK higher education, and the heavily gendered institutional climate which this supports, the article provides evidence to suggest that curricular design and delivery can impact upon student motivations towards a contemporary and, it is argued, transgressive and transformative, reworking of feminist principles and ideals.

Item Type: Article
Article Type: Article
Subjects: H Social Sciences > H Social Sciences (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Schools and Research Institutes > School of Sport & Exercise > Coaching, Physical Education and Development
Research Priority Areas: Sport, Exercise, Health & Wellbeing
Depositing User: Anne Pengelly
Date Deposited: 22 Jun 2015 10:46
Last Modified: 16 Mar 2016 14:25
URI: http://eprints.glos.ac.uk/id/eprint/2369

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