Feminist Pedagogy in the Research Class: an example of teacher research

Abstract

This article illustrates the development of a feminist pedagogy in a graduate-level course on research design and qualitative analysis. The course, entitled ‘Teaching as Research’, was conceptualised for classroom teachers, supervisors and administrators. Stories in this narrative analysis describe the changes across four sequential courses relative to course goals: short-term instructional, political, epistemological, and personal or transformational. Though feminist pedagogies are situated and not generalisable, the author hopes these stories will help illuminate and encourage others.

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