Session F4H What is feminist pedagogy and how can it be used in CSET education?

Alisha A. Waller University of Georgia Athens, GA [email protected]

Abstract – Feminist pedagogy has been theorized, applied, of this first paper is to introduce background material and evaluated in many different disciplines, including necessary to understanding feminist pedagogy and to report women’s studies, communication studies, education, and the outcomes of an informal survey of current perspectives cultural studies. Until recently, however, this term was regarding feminist pedagogy among Education, Research, and extremely rare in CSET education. This paper is the first Methods Division members. The second paper in the in a collection of four papers that bring feminist pedagogy collection, “Incorporating Feminist Pedagogy into the into CSET education. The goal of this first paper is to Engineering Learning Experience,” describes the experiences introduce background material necessary for under- of two engineering faculty as they integrated feminist standing feminist pedagogy and to report the outcomes of pedagogies into their courses. This paper gives many concrete an informal survey of current perspectives regarding examples of how one could begin to incorporate feminist feminist pedagogy. This paper includes a short history of pedagogy into their courses. The third paper in the collection, the women’s movement in the U.S. to provide context for “Feminism and Engineering,” uses a qualitative analysis of the development of feminist pedagogy, a discussion of reflective essays to explore how and why four participants common values and beliefs among all feminisms, and an combine being feminist with being an engineering educator. articulation of how three particular feminisms (liberal The final paper, “Feminist Research Methodologies,” is a feminism, ecofeminism, and Black feminist thought) could Work-In-Progress to review the literature on how education improve CSET education. The paper concludes with a researchers incorporate feminist perspectives into their brief summary outlining ways in which adopting feminist research methodologies. As a group, this collection of papers pedagogy could improve CSET education. introduces, motivates, and illustrates feminist pedagogies and feminist research for the CSET education community. Index Terms – feminism, feminist pedagogy, pedagogy, The first section of this paper presents a brief history of teaching/learning the women’s movement in the U.S. to give some context for the development of feminism and feminist pedagogy. Next, I INTRODUCTION turn to understanding the current views of feminism and During the past twenty years, education in CSET disciplines feminist pedagogy within engineering education before I has improved through the adoption of new pedagogies, consider feminist pedagogy’s basis in feminist beliefs and including cooperative learning (both formal and informal), values. Since there are many feminist movements and integrated curricula, and project based learning. In this paper, I theories, I explore three very different feminisms: liberal introduce another pedagogy that would further improve CSET feminism, ecofeminism, and Black feminist thought, and give education – feminist pedagogy. Feminist pedagogy has been examples of how they could influence pedagogy. In the final theorized, applied, and evaluated in many different disciplines, section, I consider broad ways in which feminist pedagogy can including women’s studies, communication studies, education, improve CSET education. and cultural studies. Until recently, however, this term was AN OUTLINE OF THE WOMEN’S MOVEMENT IN THE U. S. extremely rare in CSET education. At the Frontiers In Education Conference in 2004, four engineering education I begin with a caveat. The women’s movement in the United scholars (Susan Lord, Elizabeth Eschenbach, Eileen Cashman, States has a long and complex history with many different and Alisha Waller) facilitated an interactive session entitled themes, strands, and goals. By providing only a short and “Feminist Frontiers” during which the participants explored greatly simplified summary, I am sure to upset some readers. their understanding of feminism and feminist pedagogy and However, I believe it is important to include a basic then worked in small groups to consider its application to framework in order to historically locate contemporary CSET education. This paper is part of the follow-up activities feminism and feminist pedagogy. In addition, I believe that from that session. gender and sex are so intimately linked to race, sexuality, and In this proceedings of the 2005 Frontiers in Education class that connecting the women’s movement to movements in Conference, three full papers and one Work-In-Progress these areas is critical for a more than superficial presentation work together to explore the applications of understanding. feminism and feminist pedagogy to CSET education. The goal 0-7803-9077-6/05/$20.00 © 2005 IEEE October 19 – 22, 2005, Indianapolis, IN 35th ASEE/IEEE Frontiers in Education Conference F4H-1 Session F4H Although there have been women fighting to break down In the early 1990s, the women’s movement underwent barriers and improve the lives and rights of women since at dramatic change. Young women for whom the 1970s were a least 600 B.C., this “short and sweet” summary of the chapter in their history books began to ask different questions. women’s movement begins with the suffrage movement. Now Women’s studies programs became more visible and formal known as the “first wave,” the unifying goal of this period was scholarship by, on, about, and with women proliferated. achieving the right to vote for white women. Generally Globalization and postcolonial studies gave new perspectives marked from 1890 to 1920, the women (and men) involved in and frameworks for understanding race and ethnicity among this movement were usually white, upper-class, and educated. women. The third wave feminists continue to struggle to end The leaders of the first wave, including Susan B. Anthony, sexism, which many see as inexorably linked to racism, Lucretia Mott, and Elizabeth Cady Stanton, wrote tracks to try heterosexism, ableism, classism, agism, and other ways of to convince men to vote pro. One argument offered to support oppressing people on the lower status side of binaries. The suffrage was the “natural rights” argument – that women are women’s movement in the United States has changed life for equal to men – is still employed in the fight to gain additional both women and men and continues to work for equity, rights for women. A radically different argument, which is justice, and liberty for all people. rarely heard today, was that women are more moral and socially upright than men and hence, with the right to vote, FEMINIST PEDAGOGIES would bring peace to the world [1]. Note that this movement In this discussion of feminist pedagogies, I will begin with overlapped with World War I, which affected how that current conceptions. In the spring of 2004, several colleagues argument was received, and that women in Britain already had and I conducted an informal survey of members of the the right to vote. Education Research and Methods Division of ASEE, asking The second wave of the women’s movement occurred what came to mind when they heard the phrase “feminist during the 1960s and 1970s, alongside and interwoven with pedagogy.” Acknowledging the weaknesses of our design (no the civil rights movement, the Vietnam War and anti-war random sample, no follow-up to non-respondents, no protests, and the “hippie rebellion” against the traditional interview based on their responses, etc.), we still found the home. This second wave generally involved white, middle- responses very interesting. There were a wide variety of and upper-class housewives who were formally or informally responses and many attempts to logically define it by educated. The goals for this movement were access to careers combining their view of feminism with their view of and education, freedom to make choices about their lives, and pedagogy. With great difficulty, I chose a few of the responses additional opportunities regarding combining family and to share and I give my reaction to them in italics. work. Legalizing abortion was one of the landmark • A pedagogy informed by feminist thinking/critique. Good achievements or defeats, depending on one’s perspective. The job! foundation of this period was “conscious-raising meetings” • They acknowledge a more inclusive approach to teaching where women shared their stories and life experiences, - one where engaging the minds, interests, and intellect of learning from and supporting one another. Through these the student is more important than the ego of the professor exchanges, “the personal is political” developed as a slogan to and the competition to find out who will "win." Yes, it is express the feeling that personal experiences are, in a large one way to create a more inclusive teaching/learning part, shaped by political activity and policy. Hundreds of interaction and the power circulating among students and newsletters, brochures, and white papers were produced and faculty is an important issue. circulated. The second wave achieved many goals and opened up • Pedagogy that appeals to female students, that has been possibilities for white women. Women of color faced a more proven effective for women, and is grounded in the difficult situation. Male civil rights leaders demanded their experience of women. Not exactly, it is grounded in support as did white feminists. Many were urged to choose experience of each person in the teaching/learning between them rather than having the option to link the interaction. Yes, it has been shown to be effective for movements together. As the gay rights movement gained women, but also for men. momentum and visibility after the 1969 Stonewall Riots, • An unfortunately off-putting title for what COULD [sic] heterosexism joined racism as a dividing factor. be a valuable consideration of how gender expectations The 1980s was a decade of backlash and reactionary negatively influence pedagogy and learning, and politics, a backlash which has continued, intensified, and approaches that could be used to offset these negatives. I spread into all aspects of society. Images of idealized 1950s like the way you reference “gender expectations” because households (e.g. the Cleavers), studies of the negative effects males are limited in their experiences of life through on families of mothers working, and increased media societal expectations just as women are. The word campaigns promoting perfect homes and gardens were feminist, also known as “the F word,” unfortunately has a employed to divide the nation. “Full-time” or “stay-at-home” lot of baggage, but that doesn’t mean we should give it mothers were pitted against working mothers in a “divide-and- up. In addition, my scholarly integrity requires that I use conquer” strategy. the well-established term in the literature, rather than dismiss it through the adoption of a “less offensive” term.

0-7803-9077-6/05/$20.00 © 2005 IEEE October 19 – 22, 2005, Indianapolis, IN 35th ASEE/IEEE Frontiers in Education Conference F4H-2 Session F4H • Education/Instruction issues devoted solely to increasing Unfortunately, detailing the “values and beliefs of feminism” knowledge retention among women. This is a common is problematic since there are multiple strands of feminism. A perception, but feminist pedagogy is beneficial to all good analogy to understanding feminisms is to consider students. It is not about helping women overcome “their religion. If I tell you I am a Protestant, what do you know deficiencies.” about me? You would know that I believe that Jesus plays an • This makes me feel that the pedagogy would have a important role, that the Bible is more than a casual book, and political agenda that does not belong in the engineering that I may be involved in a community of faith. However, you curriculum. The faculty has a responsibility to maintain a don’t know whether I take the Bible literally, support the non-hostile environment for women. However my ordination of gay persons, or evangelize on the streets. interaction with "feminists" has often been with people Knowing that I am a United Methodist may give you more who would maintain a hostile learning environment information, but there is still a great variety of perspectives towards men. This is as repugnant as a hostile within professing United Methodists. environment towards women. I believe that every If I tell you I am a feminist, what do you know about me? teaching/learning interaction involves politics, sometimes You know that gender is an important focus and that I am directly and sometimes covertly. I’m sad to know that supportive of social change toward more gender equity, but some people have had such negative interactions with you don’t know how I support that change, what specific some “feminists” and they dismiss the entire group of us. changes I am looking for, or whether I am a lesbian. Just as • First reaction is that pedagogy is gender neutral; second there are many denominations of Protestants, there are many reaction is “I wonder how / if this might fit within the strands of feminism, each of which has particular foci, goals, whole idea of learning styles and multiple intelligences. strategies, and beliefs and within those strands there is great There is no such thing as “gender neutral.” We don’t variety among individuals. Strands of feminism include (but have any examples of people who are “gender neutral” are not limited to) liberal feminism, radical feminism, cultural so nothing involved with people interacting can be gender feminism, ecofeminism, black feminist thought, socialist neutral. It does fit in with learning styles and other feminism, lesbian feminism, and poststructural feminism. theories that open up teaching/learning interactions. Each of these feminisms leads to feminist pedagogies. To • Hmmm... I'm not sure. The evil within me suggests a continue the exploration of feminism, feminist pedagogies, female foot fetishist. Interesting how someone feels and engineering education, let us consider the common values, comfortable making a sexual joke in a professionally beliefs, and critiques among feminism strands and how they initiated email. Because you acknowledge that it is “the could impact engineering education. Then I will briefly evil within me” am I not supposed to be offended? These examine several different strands of feminism and how they are the kind of jokes that make some people think that could contribute uniquely to the engineering classroom. “feminists have no sense of humor.” I have a great sense FOUNDATIONS OF FEMINISM of humor, but jokes that are sexist, racist, homophobic, ethnic, etc. have no place in professional interactions. Defining feminism is difficult, since it is constantly shifting, • Something that is of no interest and little value to men. adapting, and changing; it is not the philosophy of one One of my goals in writing this paper is to change your particular group; and it is so personally interpreted. bell hooks mind. offers my favorite definition: “feminism is a movement to end • The study of women’s achievements, often in spite of sexism, sexist exploitation, and oppression. … By naming their having to function from positions of inferiority. sexism as the problem [this definition] went directly to the Also an examination of the characteristics of women as heart of the matter. Practically, it is a definition which implies they contrast or complement those commonly associated that all sexist thinking and action is the problem, whether with men. Why do women have to be contrasted with those who perpetuate it are female or male, child or adult” [2]. men? One of the frustrations of many engineering To flesh out this definition, I offer the following list of education research studies is that men are the default fundamental beliefs and values of feminism from Mary F. standard and the value of women is only considered in Rogers’ text, Contemporary Feminist Theory: A Text/Reader, relation to men. Given that there is more variance within [3], followed by an example in brackets. women and within men than there is across the groups, • Women and men are equally entitled to all the good comparisons are not necessary and are often counter- things a society makes available to its members. productive. [Feminists support family leave, rather than maternity leave.] The previous quotes indicate the need for a common • Gender should not be a distributive mechanism, a basis understanding of what feminism is and what feminist for social hierarchy, or a means whereby some parts of pedagogy is for the discussion in this paper to continue. There people get stunted and other parts get overdeveloped. are many different descriptions of feminist pedagogy, with [Equal pay for equal work falls in this category, but so do various levels of theory included, but my favorite is rather issues such as the myth of “maternal instinct,” women in simple: Feminist Pedagogy is conducting teaching/learning combat, and the correlation between status and salary of a interactions based on the values and beliefs of feminism. 0-7803-9077-6/05/$20.00 © 2005 IEEE October 19 – 22, 2005, Indianapolis, IN 35th ASEE/IEEE Frontiers in Education Conference F4H-3 Session F4H profession with the percentage of males in that • Responsibility: Feminists value extending responsibility profession.] beyond oneself and one’s circle of loved ones, especially • Feminism serves as an intervention in the ideology of to those who depend heavily on the rest of us for gender, which means that feminists commonly question sustenance and nurturance. [Concern for children, the the standards used to justify why some people get to the homeless, those living in poverty, etc. are expressions of top and other people get trapped at the bottom of various feminist responsibility. Service learning is an excellent hierarchies. [In most annual reviews of faculty, there is no avenue for expressing this feminist value.] place to indicate the number of hours spent with students • Inclusionary thinking: Women (and men) are diverse and on non-academic issues even though studies show female no one subset can represent the whole set. Every societal faculty in engineering are expected by students to be more problems needs a wide variety of people working together available and that they spend more time with students. to find solutions. [Many feminists question the usefulness Why are textbooks in engineering not as valuable as of the categories “women” and “men” because there is so research articles? Why is the tenure clock so often so much variation within the categories. Many calls for rigid? Why is CSET education research not as highly diversity in engineering education and practice appeal to valued as disciplinary research in most institutions?] this feminist value of having a wide variety of people • Feminists are inclined to question hierarchical doing engineering. However, presence of bodily diversity approaches to a group’s problem solving or projects. is not sufficient; people must feel comfortable enacting [Why does a group need a leader? Why are “democratic” their diversity.] votes used to “solve disagreements?” Note that • Freedom, Liberation, and Self-actualizations: Feminists cooperative learning groups, when organized and aim to enhance women’s freedom to choose the managed via Johnson, Johnson, and Smith [4] principles, circumstances and purposes of their lives, but are work against hierarchical groups and hence could be disinclined to prescribe anything specific for women considered an implementation of feminist pedagogy.] individually or as a group. [One way of enacting this value is to give students some choices regarding These beliefs are complementary to the feminist values assignments, due dates, topics for investigation, etc. below [3]. Because feminists are disinclined to be prescriptive, some • Social Justice: Each person’s dignity gets honored, each faculty (in particular, STEM faculty) may find articles on person’s needs get recognized and addressed, and any feminist pedagogy “too theoretical and not enough how- person’s or group’s claims to extras are anchored in to.”] merits or needs widely agreed upon and open to debate among members. [Note that this does not promise that EXPANDING AND FOCUSING FEMINISM each person’s needs are met, which is often impossible Now that we have considered the values and beliefs that under the constraints of our society. Also the distribution underlie feminism in general, I turn to the expansion, of “extras” is always up for redistribution according to complexity, and focus introduced by liberal feminism, newly negotiated merits or needs, which leads to a ecofeminism, and Black feminist thought. In discussing each flexibility to response to changing conditions of of these feminisms, I attempt to generate broad suggestions on individuals, groups, and societies.] using it to improve CSET education. For more details and • Democracy: Each person’s voice gets heard or at least implementation guidelines, see the paper “Incorporating effectively represented and that no one buy or bully their Feminist Pedagogy into the Engineering Learning Experience” way into other people’s lives. [ Enacting this form of in this proceedings. democracy in the classroom requires attention to covert actions of intimidation such as body postures and Liberal Feminism tone/volume of voice. These actions are often considered The most familiar feminism in the U.S. is liberal feminism, “natural” and unquestioned, for example, the tendency of which is most visible through the goal of workplace equality men to occupy a lot of space around a conference table or of women and men. Liberal feminism “asserts that individual to get louder when their viewpoint is questioned.] women should be as free as men to determine their social, • Individuality: Feminists value individuals and expressions political and educational roles, and that any laws, traditions of individuality, even while they often decry rugged and activities that inhibit equal rights and opportunities should individualism. [Rugged individualism is connected to the be abolished” [5]. This type of feminism is not directly American cliché of “pulling oneself up by one’s threatening to the status quo since it assumes that democratic bootstraps.” It denies the inter-connectness of individuals reforms are sufficient to achieve equality. Access to education and the contributions others make to one’s success. For is a cornerstone of liberal feminism, which asserts that if equal example, as a feminist family, when my husband’s book education is provided to men and women, all people will be was published, we celebrated it as a family success and able to develop to their full potential. The vast majority of recognized the sacrifices we all had made to support the research and programs geared towards increasing diversity in book’s creation.] engineering is based on an unarticulated liberal feminism. This work has opened doors, removed barriers, and enabled access 0-7803-9077-6/05/$20.00 © 2005 IEEE October 19 – 22, 2005, Indianapolis, IN 35th ASEE/IEEE Frontiers in Education Conference F4H-4 Session F4H for many people who otherwise would have been locked out interconnection between the abuse of nature and the of engineering. It has played a critical and important part in oppression of women [14]. In most areas of the world, women the struggle to make engineering a viable career for all are responsible for food, water, family health, and cleanliness students. and they spend a significant portion of their lives either Within education research however, liberal feminism has pregnant or lactating; hence women suffer more during been appraised as not going far enough, of not pushing for droughts, famines, and infectious disease outbreaks. In change in the status quo. A major critique of liberal feminism addition, men nearly always control wealth, land, and in education is that treating everyone the same is not going to transportation. Certainly ecofeminism offers a different achieve equality. A simple example illustrates: in a preschool perspective from which to analyze policy relating to classroom, the teacher discusses several “classic” fairy tales “developing countries,” exploring/exploiting natural with the children, asking them to discuss what is similar about resources, and improving public health. The global nature of them and which character they like the best. Treating each transnational corporations, late stage capitalism, and U.S. student the same, the teacher calls on each student in turn. domination require engineers and scientists to consider the Within classic fairy tales, the children choose must between world-wide effects of their designs and decisions and the evil witch, the princess who is powerless, and the prince ecofeminism offers a new lens for these analyses. who rescues and is given the prize (the princess). Given the The implications of ecofeminism for teaching extend gender identity construction occurring at this age, boys will beyond the obvious courses in environmental engineering. identify with the prince and girls with the princess. Simply Sustainable development, service learning, international substituting feminist fairy tales (like The Paper Bag design projects, study abroad, and the internationality of Princess[6]) is shown to be insufficient in disrupting the usual students are areas which are ripe for ecofeminist analyses. interpretation of boys/men as rescuers and girls/women as Furthermore, considering that our students and most people in needing to be rescued [7]. the U.S. live in a “built environment,” heavily influenced by With respect to the engineering classroom, it is harder to engineering, technology, computer science, mathematics, and pinpoint the failings of liberal feminism, in part because science, feminism gives us a new perspective from which to public participation in engineering has been dominated by evaluate problem definitions and solutions. Built environments men over many centuries of development. Many faculty and not only affect the way people interact with others, but with students say “that’s the way engineering is” rather than “that’s whom they interact, and how they experience themselves the way engineering has been constructed.” Let’s explore the [15]. example of communication norms in engineering with respect Black Feminist Thought to liberal feminism to understand this difference. Many studies document that, in engineering classrooms and practice, According to Patricia Hill Collins [16], a preeminent Black communication norms include self-confident assertions, feminist scholar, U.S. Black feminist thought is distinguished competition for the speaking “floor,” and exhibition of by the convergence of six characteristic features: technical skills and knowledge (see [8]-[10], for example). • focus on the intersection of oppressions based on race and Studies in communication and rhetoric emphasize that men are gender (and sexuality, class, ethnicity, religion, etc.); much more likely than women to display those • tension linking the idea of common experiences based on communication behaviors (see [11] and [12], for example). group membership and specific individual experiences Liberal feminism’s “equal treatment” would require randomly and their significance; assigning students to groups, which statistically results in most • ongoing dialogue whereby action and thought inform one groups having more men and therefore adopting masculine another; (“engineering”) communication norms. Hence, more women • the work of Black women intellectuals merges action and would have to take on a new style of communication in order theory; to “fit in” and be seen as behaving “like an engineer.” Equal • the fundamental necessity of change and dynamism treatment therefore leads to sex-based bias in experience and within action and theory as a social justice project; and effort expended to participate. This analysis also applies to • political actions as a means for human empowerment of general, whole class discussions unless the professor all people rather than ends in and of themselves.[16]. intentionally interrupts the process. Similar analyses could be applied to leadership style, group decision making, ethical The significance of Black feminist thought to feminism in decision making, design work, and problem solving. general is the expansion of theory by focusing on the Ecofeminism intersections of oppression based in identity categories, such as race, gender, class, sexuality, etc. This strand of feminism Like all other feminisms, ecofeminism has no universal calls into question current practices of measuring “diversity” definition, but Cuomo offers a place to begin: “ecofeminism along (assumed) independent axes of race and gender, of stresses the depth to which human realities are embedded in designating programs for support and funding as either ecological realities, and the fact that we are all composed of focused on race or gender (e.g. minority engineering programs physical and conceptual connections and relationships” [13, and NSF funding programs), and of the common idea that a p.1]. Furthermore, many ecofeminists underscore the black woman engineer is valued as a “double count.” In terms 0-7803-9077-6/05/$20.00 © 2005 IEEE October 19 – 22, 2005, Indianapolis, IN 35th ASEE/IEEE Frontiers in Education Conference F4H-5 Session F4H of classroom practice, Black feminist thought should cause us [2] hooks, b., Feminism is for Everybody. Cambridge, MA: South End to think more deeply about practices such as forming Press. 2000. cooperative learning teams, the seduction of “gender neutral” [3] Rogers, M. F., Contemporary Feminist Theory: A Text/Reader. San and “race neutral” examples, and generalizations based on the Francisco: McGraw Hill. 1998. category of “women” or of “minority students.” In terms of [4] Johnson, D. W., R. T. Johnson, & K. A. Smith, Active Learning: our research, we should rethink statistical analyses which use Cooperation in the College Classroom, Edina, MN: Interaction Book independent, categorical variables to capture race, gender, Co., 1991. first-generation status, etc. We should also carefully think [5] Weiner, G., Feminisms in Education: An Introduction. Buckingham, about the lessons from Black feminists when we conduct focus U.K.: Open University Press. 1994. groups, realizing that within a group of men or of women, [6] Munsch, R. N., The Paper Bag Princess. Toronto: Annick Press. 1980. racism may be affecting the data collection and that within a [7] Davies, B., Frogs and Snails and Feminist Tales: Preschool children group of Whites or “Minorities,” sexism may be at work. and gender. Sydney: Allen and Unwin. 1989. Although we have considered only three of the many [8] Dryburgh, H., Work hard, play hard: Women and professionalization in strands of feminism, space restrictions force us now to turn to engineering – adapting to the culture. Gender & Society, 13 (5), 1999, p. a more general summary discussion of how feminisms and 644-682. feminist pedagogies can improve engineering education. More [9] McIlwee, J.S. & Robinson, J.G., Women in engineering: Gender, power explicit examples are given in the second paper in this and workplace culture. New York: State University of New York Press. collection. 1992.

HOW CAN FEMINIST PEDAGOGY IMPROVE CSET [10] Natishan, M.E., Schmidt, L.C. and Mead, P., Student focus group results on student team performance issues. Journal of Engineering Education, EDUCATION? 89, (3), 2000, p. 269 – 272. Feminist pedagogy has the potential to improve CSET [11] Tannen, D., Talking from 9 to 5 women and men in the workplace: education in many different ways. First, it provides a Language, sex and power. New York: Avon Books. 1994. foundation for teaching engineering, technology, and [12] Mulac, A.; Erlandson, K. T.; Farrar, W. J.; Hallett, J. S.; Molloy, J. L.; computer science in a broader context and engaging in Prescott, M. E., ‘Uh-huh. What’s that all about?’ Differing teaching and practice in a more ethical way. Second, feminist interpretations of conversational backchannels and questions as sources of miscommunication across gender boundaries. Communication pedagogy offers practices which will help achieve Research, Dec 98, Vol. 25, Issue 6, 1998, p. 641 – 667. accreditation goals of increasing students’ global awareness, [13] Cuomo, C., On Ecofeminist Philosophy. Ethics and the Environment, international competencies, and teamwork and communication 7(2), 2002, p. 1-11. skills. Third, the redistribution of authority and responsibility opens up the teaching/learning process so that faculty and all [14] Corcoran, P. B. & Sievers, E., Reconceptualizing Environmental Education: Five Possibilities, Journal of Environmental Education, students benefit and learn, which supports the practice of life- 25(4), 1994. long learning. In addition, it creates a more inclusive classroom, which may allow greater possibilities for “enacted [15] Avery, H. H., The Integration of Feminist Discourse in Built Environment Education, Planning Practice & Research, 9(3), 1994. diversity,” that is, students bringing their diverse experiences and lives to bear on the learning and doing of these [16] Collins, P. H., Black Feminist Thought, 2nd Edition. New York: disciplines. Finally, by allowing enhanced enacted learning, Routledge. 2000. feminist pedagogy may contribute to increasing “bodily diversity,” which is the common understanding of diversity by APPENDIX: SELECTED BIBLIOGRAPHY sex, race, disability status, etc. In this paper we have engaged [1] Aerni, April Laskey, Bartlett, Robin L., Lewis, Margaret, Mcgoldrick, in various ways to conceptualize feminist pedagogy and its KimMarie, & Shackelford, Jean. (1999). Toward a Feminist Pedagogy in application to CSET education. Much of this discussion has Economics, Feminist Economics, 5, 29 – 44. been a theoretical thought experiment, so the task before us [2] Arambula-Greenfield, T. (1995). Teaching Science within a Feminist now is to apply feminist pedagogy in real classrooms, evaluate Pedagogical Framework, Feminist Teacher, 9, 110. the experience and outcomes, and publish it for the [3] Blumenstyk, G. (1997). A Feminist Scholar Questions How Women community of researchers and teachers. Fare in Distance Education, Chronicle of Higher Education, 44, p. A36.

[4] Buchy, M. (2004). The Challenges of ‘Teaching By Being’: The Case of Participatory Resource Management, Journal of Geography in Higher ACKNOWLEDGMENT Education, 28, p. 35 – 47. Alisha thanks Beth Eschenbach, Susan Lord, Eileen Cashman, [5] Gough, A. (1999) Recognising women in environmental education and Monica Bruning for many conversations about feminism pedagogy and research: Toward an ecofeminist poststructural and feminist pedagogy and for their comments on earlier perspective, Environmental Education Research, 5, p. 143. drafts of this paper. [6] Lederman, M. (2001). Mutating “Virology”: How Far To Feminist?, Feminist Teacher, 13, p. 193. REFERENCES [7] Mayberry, Maralee. (1998). Reproductive and Resistant Pedagogies: The Comparative Roles of Collaborative Learning and Feminist [1] Tobias, S., Faces of Feminism: An activist’s reflections on the women’s movements. Boulder, CO: Westview Press. 1997. 0-7803-9077-6/05/$20.00 © 2005 IEEE October 19 – 22, 2005, Indianapolis, IN 35th ASEE/IEEE Frontiers in Education Conference F4H-6 Session F4H Pedagogy in Science Education, Journal of Research in Science Teaching, 35 (4), 443 – 459. [8] Mayberry, Maralee & Rees, M.N. (1997). Feminist pedagogy, interdisciplinary praxis, and science education, NWSA Journal, 9 p. 57. [9] Middlecamp, C.H. & Subramaniam, B. (1999). What is feminist pedagogy? Useful ideas for teaching chemistry, Journal of Chemical Education, 76, p. 520. [10] Murray, Susan L. & Meinholdt, Connie (1999). Addressing gender issues in the engineering classroom, The Feminist Teacher 12(3), p. 169- 214. [11] Novek, E. M. (1999) Service is a feminist issue: Transforming communication pedagogy, Women’s Studies in Communication, 22, p. 230. [12] Parry, S. C. (1996). Feminist pedagogy and techniques for the changing classroom. Women’s Studies Quarterly, 24, p. 45. [13] Riley, Donna (2003) Employing Liberative Pedagogies in Engineering Education, Journal of Women & Minorities in Science & Engineering, 9, p. 137-158. [14] Solar, C. (1995). An inclusive pedagogy in mathematics education, Educational Studies in Mathematics, 28, p. 311. [15] Whitten, B.L. & Burciaga, J.R. (2000). Feminist and Multicultural Pedagogy in Physics, Women’s Studies Quarterly, 28, p. 212.

0-7803-9077-6/05/$20.00 © 2005 IEEE October 19 – 22, 2005, Indianapolis, IN 35th ASEE/IEEE Frontiers in Education Conference F4H-7