This qualitative study was conducted to develop a better understanding of the
place of praxis in higher education women’s studies programs in the U.S. Built upon
theories of feminist pedagogy, feminist praxis, activism, experiential education, and
academic service-learning, the research explores how praxis is reflected and taught in
women’s studies programs, how these programs impact students’ understanding of
feminist theory and practice, and what factors affect the implementation of action-oriented
pedagogy. Examples of several action-oriented projects that have successfully
been implemented in women’s studies courses are offered, and a case study demonstrates
the impact of these projects. The methods used include document review of women’s
studies mission statements and syllabi, and interviews with women’s studies faculty and
alumnae. The interview data were coded and analyzed using a grounded theory approach. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_31328 |
| Contributors | Siddiqui, Shereen (author), Brown, Susan Love (Thesis advisor), Florida Atlantic University (Degree grantor), Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 192 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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