Transgressive pedagogies? Exploring the difficult realities of enacting feminist pedagogies in undergraduate classrooms in a Canadian university

Abstract

This article challenges the transgressive possibilities of trying to create feminist classrooms, and utilizing feminist approaches to teaching undergraduate social science courses that are jointly offered with women's studies in one Canadian university. Drawing on qualitative in‐depth interviews with 22 respondents, the article explores the difficult terrain of implementing feminist pedagogical approaches, when one considers such things as: the spatial organization of lecture halls, class sizes, faculty approaches to power/authority, departmental resources and the evaluation mechanisms of faculty members.

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