Considering what it means to find anxiety in the naming of pedagogy as a legitimising or delegitimising force in the classroom, Rajabi advises us not to shy away from using a ‘feminist’ label. Feminist Pedagogy integrates feminist training into existing curriculum at the K-12, undergraduate, graduate, and professional levels, and studies its efficacy. Taking the traditional measures of education being the responsibility of the teachers, feminist pedagogy places the responsibility on the students. 17 DIY Feminist Pedagogies: Making Feminist Practices More Apparent in Technical Rhetorics Classrooms Feminist Pedagogy in the Elementary Classroom: An Agenda for Practice DiGiovanni, Lee Woodham; Liston, Delores D. Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching , v15 n2 p123-131 2005 Therefore, problematizing the pedagogical lens, as Smith has problematized the social sciences we have used to study human relations, leads to, in Smith's case, new feminist research strategies in the field, and in the case of pedagogy, new classroom practices and a view of curriculum which addresses girls' experiences in necessary ways. the feminist efl classroom: feminist teachers' identities, beliefs, and practices in japanese universities A distinct learning theory, Feminist pedagogy theorizes about teaching, learning institutions, and knowledge as a democratic concept. Feminist pedagogy is a theory about the teaching/learning process that guides our choice of classroom practices by providing criteria to evaluate specific educational strategies and techniques in terms of the desired course goals or outcomes. She defines feminism, conceptual ideas of feminism, and guiding points of feminist pedagogy as it applies to space, knowledge, and agency within the online classroom. In this installment of our Faculty Speaker Series, instructor Elizabeth Skwiot, Ph.D. discusses feminist pedagogy in the online classroom. It is important for feminist professors to explain not only 7. Specifically, we analyze the feedback provided by our students to determine the ways in which the Socratic method conflicted with, but also complemented, feminist pedagogy. Instead of this power-blindness, feminist pedagogy–in its attempts to merely decenter the instructor and recognize students’ personal histories–acknowledges the classroom as a space historically rooted within systems of power. This collection of essays traces the evolution of feminist pedagogy over the past twenty years, exploring both its theoretical and its practical dimensions.Feminist pedagogy is defined as a set of epistemological assumptions, teaching strategies, approaches to content, classroom practices, and teacher-student relationships grounded in feminist theory. In the feminist classroom, it is important to define the terms of engagement, to identify what we mean when we say that a course will be taught from a feminist perspective. Feminist practices can improve the impact, reach, and inclusivity of research and teaching by offering tools oriented toward criticality, reflexivity, and bringing about a more just world. Often the initial explanations about pedagogy will have a serious impact on the way students experience a course. This article presents a case study analyzing the relationship between the Socratic method and feminist pedagogy in a team-taught undergraduate classroom in the United States.