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33 SES 16 A: Transformative Pedagogies and Women's Well-Being
Paper Session
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33. Gender and Education
Paper Contributions of Feminist Pedagogy to Higher Education University of Barcelona, Spain Presenting Author:We believe that adopting this vision implies a paradigm shift in education in the era of uncertainty, considering the constantly evolving world in which we find ourselves. Therefore, it represents a transformation towards a more hopeful model for the future. Feminist Pedagogy Paradigm Feminist pedagogy proposes a model that integrates society as a whole and everyone within it. It starts with the body, gender identity, and delves into economic, social, and political aspects. It is grounded in principles that view the world as an interaction between living and non-living entities, seeking to harmonize life in all its dimensions from a critical and constructive standpoint. Additionally, it aims to challenge preconceived ideas and view the world differently, placing itself in it in a completely different way to disidentify with what we have identified with. It opposes the hierarchical structuring of values from greater to lesser importance and from higher to lower value. Values associated with masculinity, such as ambition, power, success, conquest, and utility, are placed above values centered on relationships, experiences, desires, considered feminine. The latter, however, represent an essential source of cohesion for life and a higher degree of sustainability, such as the value of care (Donoso and Velasco, 2013). Implications of Feminist Pedagogy Therefore, applying feminist pedagogy implies a change in teaching-learning processes, in conceptual content about gender relations, in knowledge not subject to sexist distortion, in gender-unbiased teaching methodologies, in identifying cultural elements that tend to domination, in didactic strategies for change, and in the deconstruction of gender-crossed identities (Donoso-Vázquez, Montané, and Pessoa de Carvalho, 2014). Sometimes, mistakenly, this pedagogy can be understood only as a way to address gender-related issues. However, feminist pedagogy has demonstrated its ability to adapt to a constantly evolving reality, and any topic can be analyzed from this perspective by assuming a changing, diverse, heterogeneous, and constantly transforming reality: inclusive education, democracy, citizenship construction, cyber violence, diverse sexualities, pornography, current student pessimism, prevailing demotivation, nihilism, apathy. Feminist Pedagogy in Higher Education Feminist pedagogy in higher education aims to develop a critical perspective towards discrimination in students, helping them extract the gender-power cultural worldview and adopt an active/participatory position with responsibility for social changes (Gay and Kirkland, 2003; McLeod, 2000). In this sense, the basic principles of this pedagogy challenge normative university pedagogical practice (Wieler 2010), as they value experiential knowledge and reflectivity. The commitment to treating students as active agents and the role of the faculty as learners in the classroom destabilize the power dynamics between faculty and students (Gore 1992). It also seeks to address teaching as a form of activism, with the intention that students not only learn about the world but also desire to transform it for the common good (Jenny Louise-Lawrence, 2014). Methodology, Methods, Research Instruments or Sources Used Based on the process of reflection and literature review on feminist pedagogy carried out for the development of the course 'Orientation and Gender' at the Faculty of Education of the University of Barcelona, and within the research group in which the researchers actively participate, valuable practical conclusions have been derived that specify and apply this gender perspective in the context of the mentioned course This optative course is aimed at 2nd, 3rd, or 4th-year students in the Pedagogy degree and has been an integral part of the academic plan for over ten years. The course covers concepts related to gender, sexuality, care ethics, feminist political theory, sex-affective relationships, and gender-based violence. The work presented here represents the outcome of continuous and cumulative reflection over this period, demonstrating the commitment and constant evolution in the incorporation of feminist pedagogy approaches in the academic training offered at the mentioned faculty. General objective: Contribute to the systematized reflection on feminist pedagogy in education. Specific objectives: • Present illustrative practical cases that exemplify the implementation of this pedagogy in real situations. • Promote the generation of practical tools that contribute to the effective implementation of feminist pedagogical approaches in educational settings. Conclusions, Expected Outcomes or Findings Some of the conclusions obtained in this process are as follows: • Understanding the teaching-learning process in a bidirectional manner, where the positions of both the teaching staff and the students are questioned, promoting the participation of the latter (hooks, 2021). This is achieved through initial agreements in class to cooperatively build the learning space and mutual responsibility in the educational process. • Advocating for students not to take on a passive and external role in educational issues but to assume an active and participatory position with responsibility for social changes. This involves changing beliefs, attitudes, and common practices, fostering self-inquiry (McLeod, 2000). In the classroom setting, this is materialized through the construction of a conducive space for debate and participation through small discussion groups. Evaluation is also encouraged through introspective exercises. • Transforming mandates established from a patriarchal and androcentric perspective. Inquiring into preconceived ideas that the school has not always managed to eliminate; with the aim of changing them, challenging dichotomies, and expanding moral, cognitive, and critical thinking about oppression (Markowitz, 2005). To achieve this, student stereotypes are investigated with the intention of analyzing and transforming them. In addition, theoretical lectures are combined with practical exercises to overcome the dichotomy between theory and practice, criticized by feminist pedagogues (for example, Jiménez-Cortés, 2021), and to be able to modify these previous conceptions in a more comprehensive way. • Understanding the body as an active part of learning, recognizing that corporeality is part of education (hooks, 2021). This is achieved without invalidating or hiding the affective aspect that may arise in classes, as well as using experiential methodologies. References Donoso-Vázquez, T., & Velasco-Martínez, A. (2013). ¿Por qué una propuesta de formación en perspectiva de género en el ámbito universitario?. Profesorado. Revista de currículum y formación de profesorado, 17(1), 71-88. http://www.ugr.es/local/recfpro/rev171ART5.pdf Donoso-Vázquez, T., Montané, A., & de Carvalho, M. E. P. (2014). Género y calidad en Educación Superior. Revista electrónica interuniversitaria de formación del profesorado, 17(3), 157-171. https://doi.org/10.6018/reifop.17.3.204121 Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into practice, 42(3), 181-187. https://doi.org/10.1207/s15430421tip4203_3 Gore, J. (1992). What we can do for you! What can “we” do for “you”? Struggling over empowerment in critical and feminist pedagogy. Feminisms and critical pedagogy, 54-73. Hooks, B. (2021). Enseñar a transgredir: La educación como práctica de la libertad. Capitán Swing Libros. Jiménez-Cortés, R. (2021). Diseño y desafíos metodológicos de la investigación feminista en ciencias sociales. Empiria. Revista De metodología De Ciencias Sociales, (50), 177–200. https://doi.org/10.5944/empiria.50.2021.30376 Louise-Lawrence, J. (2014). Feminist pedagogy in action: reflections from the front line of feminist activism-the feminist classroom. Enhancing learning in the social sciences, 6(1), 29-41. 10.11120/elss.2014.00022 Markowitz, L. (2005). Unmasking moral dichotomies: can feminist pedagogy overcome student resistance?. Gender and Education, 17(1), 39-55. https://doi.org/10.1080/0954025042000301294 McLeod, J. (2000). Subjectivity and schooling in a longitudinal study of secondary students. British Journal of Sociology of Education, 21(4), 501-521. https://doi.org/10.1080/713655367 Wieler, C. (2010). Embodying integral education in five dimensions. Integral education: New directions for higher learning, 289. 33. Gender and Education
Paper Handling the Crisis of the Second Half of Life: Empowering Women, Fostering Hope, and Transforming Intersectional Gender Relations through Education University of Warmia and Mazury in Olsztyn, Poland Presenting Author:In the contemporary landscape, the intersection of crises in the second half of life for women poses a significant obstacle to societal well-being and progress. This presentation aims to explore the transformative potential of education in addressing the multifaceted challenges faced by women during this critical phase, while simultaneously fostering hope and reshaping intersectional gender relations. Methodology, Methods, Research Instruments or Sources Used The research will employ a qualitative data collection techniques. The biographical method, grounded in the idea of exploring individuals' life stories and experiences, will be a central component of the qualitative aspect of the research. In-depth biographical interviews with a subset of participants will be conducted to elicit rich, detailed narratives about their educational experiences, challenges faced during the crisis of the second half of life, and the transformative impact of education. Open-ended questions will allow participants to share their unique perspectives, emphasizing the biographical method's focus on life stories. Participants will be encorged to share their life history narratives that encompass their educational journeys, personal challenges, and experiences during the crisis of the second half of life. We will explore turning points, critical events, and the role of education in shaping their perspectives and responses to the challenges they have faced. Then the thematic analysis will be applied to identify recurring themes and patterns within participants' life stories.Mezirow's transformative learning phases (disorienting dilemmas, critical reflection, exploration of options, making choices, and integrating new perspectives) will be implemented as analytical lenses to understand the transformative impact of education. Ethical issues will also be taken into consideration. All necessary conditions will be met, including getting informed consent from each participant, protecting participant privacy and anonymity when reporting and publishing results, and abiding by ethical standards for studies involving vulnerable groups. Conclusions, Expected Outcomes or Findings It is anticipated that the research will reveal a positive correlation between educational interventions and the empowerment of women during the crisis of the second half of life. I expect findings to indicate that education, when approached through an intersectional lens, has the potential to challenge and reshape traditional gender norms, fostering more equitable and inclusive relationships. I also want to identify key phases of transformative learning as conceptualized by Mezirow within participants' narratives, observing disorienting dilemmas, critical reflection, exploration of options, making choices, and integrating new perspectives as pivotal components of the transformative learning process. Participants may experience transformative learning differently based on their diverse backgrounds, intersectional identities, and educational journeys. I expect to find variations in the ways women navigate and internalize transformative processes. Based on my observations, I believe that educational interventions serve as powerful catalysts for positive change in the lives of women facing the crisis of the second half of life. Education emerges as a key tool for empowerment, hope-building, and the transformation of gender relations. Effective strategies must acknowledge and address the diverse identities and experiences of women, recognizing the interconnectedness of factors such as age, gender, socio-economic status, and cultural background. The integration of transformative learning principles in educational frameworks has the potential for societal and individual transformation. In conclusion, the research is expected to contribute valuable insights into the transformative potential of education in empowering women, fostering hope, and reshaping intersectional gender relations during the challenging phase of the second half of life. The anticipated outcomes and conclusions aim to inform future endeavors, policies, and practices that prioritize the transformative power of education in promoting gender equity and individual well-being. References Baerger, D., and D. McAdams. 1999. “Life Story Coherence and Its Relation to Psychological Well-Being.” Narrative Inquiry 9 (1): 69–96. Chamberlain, J., and D. Haaga. 2001. “Unconditional Self-Acceptance and Psychological Health.” Journal of Rational-Emotive and Cognitive Behavior Therapy 19 (3): 163–76. Chen, C. 2001. “Aging and Life Satisfaction.” Social Indicators Research 54 (1): 57–79. Grossbaum, M., and G. Bates. 2002. “Correlates of Psychological Well-Being at Midlife: The Role of Generativity, Agency and Communion, and Narrative Themes.” International Journal of Behavioral Development 26 (2): 120–27. Hershey, D., J. Jacobs-Lawson, and K. Neukam. 2002. “Influences of Age and Gender on Workers’ Goals for Retirement.” International Journal of Aging and Human Development 55 (2): 163–79. Hollis, J. 2005. Finding Meaning in the Second Half of Life: How to Finally, Really Grow Up, Gotham Books. Jokisaari, M. 2003. “Regret Appraisals, Age, and Subjective Well-Being.” Journal of Research in Personality 37 (6): 487–503. Mehlsen, M., M. Platz, and P. Fromholt. 2003. “Life Satisfaction Across the Life Course: Evaluations of the Most and Least Satisfying Decades of Life.” International Journal of Aging and Human Development 57 (3): 217–36. Meulemann, H. 2001. “Life Satisfaction from Late Adolescence to Mid-Life.” Journal of Happiness Studies 2 (4): 445–65. Mezirow, J. 1991. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass. Mezirow, J. 1996. “Contemporary Paradigms of Learning.” Adult Education Quarterly, 46 (3), 158–172. Mezirow, J. 1997. Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5-12. http://dx.doi.org/10.1002/ace.7401 And many others. | ||