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Theoretical perspectives of feminist pedagogy provide an alternative lens to examine the teaching and learning process within music education programs in higher education. Music programs have traditionally emphasized formal constructions and static content, which typically are associated with Western European, patriarchal ideologies. Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. When examining the music education literature, particularly as it relates to diverse groups, a feminist instructional approach addresses the interconnections of race and gender as social and cultural constructions, which are almost absent from higher education research altogether. Using the intrinsic case study model and qualitative data, I examine ways feminist pedagogy and Black feminist pedagogy, are integrated into the undergraduate music program at Spelman College, a historically Black college for women. I also investigate how course curricula are inclusive of both traditional feminist and Black feminist pedagogical principles. I explore how discourses of gender, as well as race, play a role in the pedagogical practices of teachers within a single-sex institution committed to the education and empowerment of women of color. Furthermore, I describe ways in which students are influenced by both traditional feminist and Black feminist pedagogical approaches, and how music educators are fulfilling the need to teach music outside their own experiences, which are in some cases, a Western European patriarchal approach. Using Barbara Coeyman’s (1996) four principles of traditional feminist pedagogy for women’s studies in music and the general music major curriculum (i.e., diversity, opportunities for all voices, shared responsibility, and orientation to action), as a theoretical framework the following three components were examined in this study: context (structural influences of gender and race), content (curriculum and course design), and pedagogy (classroom instruction and goals). Data was ascertained through triangulated measures of interviews with faculty and students, observations of class time and performances, and document collection of relevant data sources (e.g., course syllabi, music department handbook, and performance programs). I used findings from the research to demonstrate how discourses of gender and race permeate the institutional environment at Spelman College, and have direct links to curricula structure, as well as the institutional mission of the teaching and learning process of its students. I also used findings to further enhance the knowledge base of music education literature and implications for African-American females in higher education. Finally, suggestions were given as to how music educators can design and teach within a music environment that is socially and culturally inclusive for all students.

This thesis details my process of teaching Devising Theatre, a course of my own design, in Spring of 2005 and Fall of 2005. I address my curricular development from semester to semester (readings, assignments, assessments) as well as the students' responses to the material. Additionally, I discuss my reasons for teaching the course and the place that alternative theatre can and should have in theatre training programs and in the realization of feminist pedagogy.

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This thesis explores how introducing intersectional theory to self-identified activists in a Swedish folkbildning context challenges the theory/practice-divide. The study has been carried out through thematically structured discussions with students and teachers at Kvinnofolkhögskolan, Gothenburg, Sweden. In this thesis I argue that the deconstruction of the theory/practice-divide is dependent on perceptions of what theory and practice entails, students’ expectations of Swedish folkbildning in general and Kvinnofolkhögskolan in particular and pedagogical considerations on how to teach intersectionality intersectionally.Additionally, the thesis addresses issues of institutionalization, feminist pedagogy and the broadening of intersectional theory. Finally, the thesis highlights the need for extensively addressing the issue of the theory/practice divide in the curriculum, for students and teachers to discuss what is perceived as theory and practice respectively and for teachers to consider time and place as part of an intersectionally aware pedagogical practice.

Assessment is crucial for students’ learning. The theory and practice of assessment, however, has received little attention in the literature on critical feminist pedagogy, due to difficulties in reconciling the notion of feminist pedagogy with that of assessment.This study aims to address that issue by exploring forms of assessment in higher education language learning that align with feminist principles. This research employs both case study and autoethnographic approaches. Data were collected from interviews with six university instructors and from the researcher’s own teaching journal. All participants were full-time faculty at a department of modern languages and literature at a large Canadian research university.This study addresses three questions: 1) What forms of assessment do instructors in the Department of Modern Languages and Literatures use that comply with principles of critical feminist pedagogy? 2) What tensions exist for instructors related to assessment in higher education? 3) How can these tensions be addressed using a feminist reconceptualization of assessment? The study revealed that implementing graded summative assessment, especially when teaching large classes, creates pressure and discontent for university instructors. It was also found that formative teacher’s feedback, peer and self-assessment, complete/incomplete grading, and diagnostic assessment reduce competition between students and serve to mitigate the power imbalance between students and teachers. Suggestions are provided to address the discontent and pressures reported by the participants and to recon ceptualize assessment practices to bring them into alignment with feminist pedagogy. / Graduate

In an attempt to address the disregard for holistic practices in much of Western culture and education, I present yoga as an alternative learning strategy to banking instruction often used in current educational practices. Specifically, I examine Hatha yoga in its content and methodology as a platform from which K-5 students can learn to engage in strategies of mindfulness practices to counter underlying causes of cognitive and behavioral problems seen in many public schools. Drawing from research based in the field of somatics and feminist/critical pedagogy, I articulate a yoga curriculum that supports bodily knowing and encourages the cultivation of self-/social awareness and empathy. I organize my findings into two separate curriculums: one for students in the grades K-2 and another for grades 3-5. Each curriculum is further divided into three units to include learning objectives, themed activities, lists of skills and concepts, and specific notes for instructors that take into consideration the motor and cognitive developmental patterns of students at each grade level. By establishing a curriculum consistent with current curricular standards in California, my hope is that policy-makers, administrators, educators, and parents alike will take into consideration the importance of embodied knowledge in the classroom and further advocate for its role in public schools.

Thesis advisor: Sharlene Hesse-Biber / Service-learning is an experiential form of education that moves students outside of the walls of academe to meet community-identified needs through the application and renegotiation of a set of theoretical and methodological skills. It is simultaneously a teaching strategy, an epistemological framework, and an educational reform movement. This research takes the form of multi-methodological case studies of service-learning classrooms and service-learning partnerships, examining the translation of feminist pedagogy to the service-learning experience. The voices of students, faculty, pioneers, administrators, and community partners articulate the common and uncommon struggles of teaching a new generation of students to learn and serve in agencies while simultaneously recognizing their own capacity for agency. This work provides evidence that applying feminist pedagogical principles to service-learning initiatives creates more meaningful transformations for our students, faculty, and communities. The interdependent Feminist Service-Learning Process posited here is an innovative framework for moving our students across the civic borders necessary for community engagement. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.

The purpose of this study was to determine answers to several research questions: 1.) What do pre-service teachers know about feminist pedagogy or teaching in ways that are culturally responsive? 2.) In what ways are pre-service teachers prepared to use feminist pedagogy? 3.) How is a lesson constructed utilizing a feminist curriculum? All participating pre-service Art Education students completed a Survey of Art History, a questionnaire of their background in Art History, a questionnaire on their ideas of feminist pedagogy, and completed a group brainstorming of lesson plans. Data was analyzed from student responses. Results support the need for teaching more feminist content and pedagogy. Recommendations are made for further research.

Although many aspects of English as a second language (ESL) academic writing instruction have been well researched, Leki, Cumming, and Silva (2008) note that, "There have been surprisingly few research-based descriptions of L2 writing classroom instruction" (p. 80). Although research related to the use of critical and feminist pedagogy in ESL is increasing, Kumaradivelu (2006) notices that it is still not clear how the critical awakening “…has actually changed the practice of everyday teaching and teacher preparation” (p. 76). The purpose of this study was to provide an individual response to the gaps identified by both sets of authors by investigating how critical and feminist theories could be utilized to develop an orientation to interactions in the everyday practices of an ESL academic writing classroom. In order to achieve this purpose, an autoethnographic study of an eight-week ESL academic writing course in an Intensive English Program (IEP) was conducted. The participants in this study included the teacher-researcher and seven learners. The data collected included the following: lesson plans, instructional materials, teacher field notes, teacher reflexive journal, transcripts of everyday class interactions, transcripts of multiple interviews with learners, learner written reflections, and learners’ written assignments for the course. Analysis of findings revealed that the critical and feminist theories selected for the course were realized even though there were some internal and external obstacles. Learners experienced positive shifts in their feelings about the topic of academic writing and their own abilities as academic writers. Learners’ written texts also reflected positive shifts with respect to the teacher’s goals for learners. These findings suggest that critical and feminist theories can be enacted in everyday classrooms and can be helpful with regard to improving teachers’ and learners’ experiences of everyday ESL academic writing classrooms.