Teaching Feminist Practice: Support, Transition, Change

Abstract

This article describes a course on feminist social work practice that was designed to develop, model, and create interventions and strate gies that are meaningful to women's experience and reality. Nontra ditional styles of teaching and learning emerged using a team ap proach. Shared knowledge was a hallmark of the class as the teachers and students sought to challenge the concept of hierarchy and to create a climate for cooperative and interactive learning.

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