(ii) Further References on Feminist Pedagogy

Abalos, David T. (1996). Strategies Of Transformation Toward A Multicultural Society: Fulfilling The Story Of Democracy. Westport, CT: Praeger.

Abel, M.H., & Meltzer, A. (2007). Student Ratings of a Male and Female Professors’ Lecture on Sex Discrimination in the Workforce. Sex Roles, 57, 173-180.

Adams, M., L.A. Bell, and P. Griffin. (eds.). (1997). Teaching for Diversity and Social Justice: A Sourcebook. Routledge.

Aerni, April Laskey. (1999). Valuing Us All: Feminist Pedagogy and Economics. Ann Arbor: University of Michigan Press.

Ahmed, Sara. (2001). Feminist pedagogy and interdisciplinarity. Interdisciplinary Feminist Forum, Women’s Studies, Lancaster University. URL: http://www.lancs.acuk/users/wstudies/iff/fempedagogy.htm. Accessed 16 April 2003.

Arbuckle, J., and B. D. Williams. (2003). Students’ perceptions of expressiveness: Age and gender effects on teacher evaluations. Sex Roles, 49, 507–516.

Assendelft, L. V. (2006). “It’s the Supreme Court, Stupid”: A Simulation Approach to Feminist Teaching. Feminist Teacher, 16(3): 216.

Atwell-Vasey, Wendy. (1998). Nourishing Words: Bridging Private Reading And Public Teaching. Albany: State University of New York.

Au, Wayne, Bill Bigelow, and Stan Karp. (eds.) (1994). Rethinking Our Classrooms, Vols I and II. Milwaukee, WI: Rethinking Schools Ltd.

Aziz, R. (1992). Feminism and the Challenge of Racism: Deviance or Difference? In Crowley, H. and Himmelweit, S. (1992), Knowing Women: Feminism and Knowledge, Polity Press , Oxford.

Baker, P., and M. Cobb. (1997). Gender matters most: The interaction of gendered expectations, feminist course content, and pregnancy in student course evaluations. Teaching Sociology, 25, 29–43.

Balliet, Barbara J., and Kerriss Heffernan. (eds.). (2000). The Practice of Change: Concepts and Models for Service-Learning in Women’s Studies. Washington, DC: American Association for Higher Education.

Bank, Barbara J., and Peter M. Hall. (1997). (eds). Gender, Equity, & Schooling: Policy & Practice. New York: Garland Publishing.

Bardsey, A. (2006). Girlfight the Power: Teaching Contemporary Feminism and Pop Culture. Feminist Teacher, 16(3): 189.

Bargad, A., and J.S. Hyde. (1991). Women’s studies: A study of feminist identity development in women. Psychology of Women Quarterly, 15, 181–201.

Bartlett, A. (1998). A Passionate Subject: representations of desire in feminist pedagogy. Gender and Education, 10(1): 85 - 92.

Basow, S. (1995). Student evaluations of college professors: When gender matters. Journal of Educational Psychology, 87, 656–665.

Basow, S. (2000). Best and worst professors: Gender patterns in students’ choices. Sex Roles, 43, 407–417.

Basow, S., and N. Silberg. (1987). Student evaluations of college professors: Are female and male professors rated differently? Journal of Educational Psychology, 79, 308–314.

Basow, S., J. E. Phelen, and L. Capotosto. (2006). Gender patterns in college students’ choices of their best and worst professors. Psychology of Women Quarterly, 30, 25–35.

Belenky, Mary, Blythe Clinchy, Nancy Goldberger, and Jill Tarule. (1997). Women’s Ways Of Knowing: The Development Of Self, Voice, And Mind. 10th anniversary ed. New York: Basic Books.

Bell, E., and K. Golombisky. (2004). Voices and Silences in Our Classrooms: Strategies for Mapping Trails Among Sex/Gender, Race, and Class. Women’s Studies in Communication, 27(3): 294.

Bennett, S. K. (1982). Student perceptions of and expectations for male and female instructors: Evidence relating to the question of gender bias in teaching evaluations. Journal of Educational Psychology, 79, 170–179.

Bickford, Donna M., and Nedra Reynolds. (2002). Activism and Service-Learning: Reframing Volunteerism As Acts of Dissent. Pedagogy, 2(2): 229-252.

Bignell, K.C. (1996). Building Feminist Praxis out of Feminist Pedagogy: the Importance of Students’ Perspectives. Women’s Studies International Forum, vol. 19, pp. 315-325.

Blundell, S. (1992). Gender and Curriculum of Adult Education. International Journal of Lifelong Education, 11(3), pp. 199-216.

Boler, Megan. (1999). Feeling Power: Emotions And Education. New York: Routledge.

Bondi, L. (1991). Towards a Non-Essentialist Feminist Pedagogy. Gender and Education, 3(1): 87-90.

Brady, Jeanne. (1993). A Feminist Pedagogy of Multiculturalism. International Journal of Educational Reform, 2/2, pp.119-125.

Brady, Jeanne. (1995). Schooling Young Children: A Feminist Pedagogy for Liberatory Learning, Albany: State University of New York Press.

Briskin, Linda and Coulter, Rebecca (1992). Feminist Pedagogy: Challenging the Normative. Canadian Journal of Education, vol. 17, pp. 24-263.

Brock, Rochelle. (2002). Sista Talk: The Personal and the Pedagogical. New York: Peter Lang.

Brown, Julie. (1992). Theory and Practice: What Exactly is Feminist Pedagogy?. The Journal of General Education, 41; 51-63.

Brueggemann, Brenda Jo, and Debra A. Moddelmog. (2002). Coming-Out Pedagogy: Risking Identity in Language and Literature Classrooms. Pedagogy, 2(3): 311-336.

Burch, Kerry. (2000). Eros as the Educational Principle of Democracy. New York: Peter Lang.

Burns-Glover, A., and D. Veith. (1995). Revisiting gender and teaching evaluations: Sex still makes a difference. Journal of Social Behavior and Personality, 10, 69–80.

Cannon, L.W. (1990). Fostering Positive Race, Class, and Gender Dynamics in the Classroom. Women’s Studies Quarterly, 1 & 2, pp.126-134.

Carlin, Deborah. (2002). Graduate Internship Programs in the Humanities: A Report from One University. Pedagogy, 2(2): 213-228.

Carlsson-Paige, Nancy. (2008). Taking Back Childhood: Helping Your Kids Thrive in a Fast-Paced, Media-Saturated, Violence-Filled World. New York: Hudson Street Press.

Case, K. A. (2007). Raising male privilege awareness and reducing sexism: An evaluation of diversity courses. Psychology of Women Quarterly, 31, 426-435.

Case, K.A. (2007). Raising white privilege awareness and reducing racial prejudice: Assessing diversity course effectiveness. Teaching of Psychology, 34, pp. 231-235.

Casey, Kathleen. (1993). I Answer With My Life: Life Histories of Women Teachers Working For Social Change. New York: Routledge.

Centra, J. A., and N. B. Gaubatz. (2000). Is there gender bias in student evaluations of teaching? Journal of Higher Education, 71, 17– 33.

Christensen, Linda. (2000). Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word. Milwaukee, WI: Rethinking Schools Ltd.

Clifford, V.A. (2002). Does the use of Journals as a Form of Assessment put into Practice Principles of Feminist Pedagogy? Gender and Education, 14(2): 109 - 121.

Clough, P. T. and M. Fine. (2007). Activism And Pedagogies: Feminist Reflections. Women’s Studies Quarterly, 35(3/4).

Coffey, Amanda, and Sara Delamont. (2000). Feminism and the Classroom Teacher: Research, Praxis And Pedagogy. Philadelphia: Taylor & Francis.

Cohee, Gail, Elisabeth Daumer, Theresa D. Kemp, and Bernice R. Sandler. (1998). The Feminist Teacher Anthology: Pedagogies and Classroom Strategy. New York: Teachers College Press.

Cowhey, Mary. (2006). “It’s the Supreme Court, Stupid”: A Simulation Approach to feminist Teaching. Feminist Teacher, 16(3):

Cowhey, Mary. (2006). Black Ants And Buddhists: Thinking Critically And Teaching Differently in the Primary Grades. Portland, ME: Stenhouse Publishers.

Crabtree, Robbin D., and David Alan Sapp. (2003). Theoretical, Political, and Pedagogical Challenges in the Feminist Classroom: Our Struggles to Walk the Walk. College Teaching, Fall, Vol. 51, Iss. 4.

Culler, Jonathan. (1994). Five Propositions on the Future of Men in Feminism. Men Writing the Feminine: Literature, Theory, and the Question of Genders, ed. Thais E. Morgan (Albany, NY: State University of New York Press).

Culley, M., and C. Portuges. (eds). (1985). Gendered Subjects: The Dynamics of Feminist Teaching. Boston: Routledge & Kegan Paul.

Currie, D., and H. Kazi. (1987). Academic Feminism and the Process of De- radicalization: Re-examining the Issues. Feminist Review, No 25, March.

Curry-Stevens, A. (2007). New forms of transformative education: Pedagogy for the privileged. Journal of Transformative Education, 5(1), 33-58.

Curtis, A.C. (1998). Creating Culturally Responsive Curriculum: Making Race Matter. The Clearing House: a Journal of Educational Research, Controversy and Practices, vol. 17, pp. 135-139.

Cushman, Kathleen, The Students of “What Kids Can Do”, and Lisa Delpit. (2003). Fires in the Bathroom: Advice for Teachers from High School Students. New York: New Press, 2003.

Dalke, Anne French. (2002). Teaching To Learn/Learning To Teach: Meditations on the Classroom. New York: Peter Lang.

Danaan, L. de (1990). Center to Margin: Dynamics in a Global Classroom. Women’s Studies Quarterly, 1 & 2, pp.135-144.

Davis, N. J. (2005). Taking sex seriously: challenges in teaching about sexuality. Teaching Sociology, 33(1): 16.

De Castell, Mary, and Mary Bryson. (eds). (1997). Radical In(ter)ventions: Identity, Politics, and Differences in Educational Praxis. New York: State University of New York Press.

de Castell, Suzanne (ed.). (1993). Canadian Review of Education (La Revue canadienne de l’Éducation), Vol. 18, No. 3, Against the Grain: Narratives of Resistance.
Introduction: 6 December 1989/1993, Je me souviens / Suzanne de Castell.
‘A Woman out of Control’: Deconstructing Sexism and Racism in the University / Roxana Ng.
Missing: Black Self-Representations in Canadian Educational Research / Annette Henry.
Nonsexist Language: A Progress Report / Deborah Kennedy.
Toward a Critical Rethinking of Feminist Pedagogical Praxis and Resistant Male Students / Deborah Orr.
Gender Issues in Education for Science and Technology: Current Situation and Prospects for Change / Sandra Acker & Keith Oatley.
Compulsory Heterosexuality in a University Classroom / Linda Eyre.
Queer Pedagogy: Praxis Makes Im/Perfect / Mary Bryson & Suzanne de Castell.

Derman-Sparks, Louise. (1989). Anti-Bias Curriculum. National Association for the Education of Young Children.

Dix, C. (1973). Where to Study Women’s Studies. Spare Rib, No 18, 35-36.

Doherty Turkel, Kathleen. (1986). Teaching About Women to Male-Identified Students. Teaching Sociology, 14(3), pp. 188-190.

Eagly, A. H., and S. J. Karau. (2002). Role congruity theory of prejudice toward female leaders. Psychological Bulletin, 108, 233–256.

Eaton, Carole. (2001). The Practice of Feminist Pedagogy. Feminist Media Studies, Volume 1, Issue 3, November, pages 390 – 391.

Edney, M. and Langton, T. (1974). Feminist Subversion. Spare Rib, No 20, pp. 12-14.

Essed, P. (1994). Making and Breaking Ethnic Boundaries: Women’s Studies, Diversity and Racism. Women’s Studies Quarterly, 3 & 4, pp. 232 - 249.

Esther Ngan-Ling Chow, Gang-Hua Fan, Joshua Joseph, Chadwick Fleck, et. al. (2003). Exploring critical feminist pedagogy: Infusing dialogue, participation, and experience in teaching and learning. Teaching Sociology, Beverly Hills: Jul., Vol. 31, Iss. 3.

Evans, A., R. Evans, and W. Kennedy. (1995). Pedagogies for the non-poor. Eugene, OR: Wipf and Stock.

Fay, E. (1992). Anger in the Classroom: Women, Voice and Fear. Radical Teacher, No. 42, pp. 13-16.

Felman, Jyl Lynn. (2001). Never a Dull Moment: Teaching and the art of performance. New York & London: Routledge.

Finke, Laurie. (1993). Knowledge as Bait: Feminism, Voice, and the Pedagogical Unconscious. College English, 55(1), January, pp. 7-17.

Fischman, Gustavo E., and Nelly P. Stromquist. (2000). Imagining Teachers: Rethinking Gender Dynamics in the Classroom. Lanham, MD: Rowman & Littlefield.

Fisher, Berenice Malka. (2001). No Angel in the Classroom: Teaching through feminist discourse. Lanham, MD: Rowman & Littlefied.

Freedman, E.B. (1990). Small Group Pedagogy: Consciousness Raising in Conservative Times. National Women’s Studies Association Newletter, 2/4, pp. 603-623.

Freire, Paolo. (1994). Pedagogy of Hope: Reliving “Pedagogy of the Oppressed.” New York: Continuum International Publishing Group.

Freire, Paolo. (2000). Pedagogy of the Oppressed. 30th anniversary ed. New York: Continuum International Publishing Group.

Fujimura-Fanselow, K. (1996). Women’s Studies and Feminist Pedagogy: critical challenges to Japanese educational values and practices. Gender and Education, 8(3): 337 - 352.

Gabriel, Susan L., and Isaiah Smithson. (eds.). (1990). Gender in the Classroom: Power and Pedagogy. Urbana: University of Illinois Press.

Gillespie, D., Ashbaugh, L., & DeFiore, J. (2002). White women teaching white women about white privilege, race cognizance and social action: Toward a pedagogical pragmatics. Race Ethnicity and Education, 5(3), 237-253.

Giroux, Henry (ed.). (1991). Postmodernism, Feminism, and Cultural Politics: Rethinking Educational Boundaries. Albany: State University of New York Press.

Gitlin, Andrew. (1994). Power and Method: Political Activism and Educational Research. New York: Routledge.

Goldberger, Nancy, Jill Tarule, Blythe M. Clinchy, and Mary Belenky. (1998). Knowledge, Difference, and Power: Essays Inspired By Women’s Ways of Knowing. New York: Basic Books.

Goodman, D. (2001). Promoting diversity and social justice: Educating people from privileged groups. Thousand Oaks, CA: Sage.

Goodman, D. J. (2001). Promoting Diversity and Social Justice: Educating people from privileged groups. Thousand Oaks, CA: Sage.

Gore, Jennifer. (1990). What Can We Do For You! What Can ‘We’ Do For ‘You’? Struggling Over Empowerment in Critical and Feminist Pedagogy. Educational Foundations, 4(3), Summer.

Gore, Jennifer. (1992). The Struggle for Pedagogies: Critical and Feminist Discourse as Regimes of Truth. New York: Routledge.

Harris, C. (2007). Pedagogy for Development: Some Reflections on Method. IDS Working Paper, 289. Institute of Development Studies at the University of Sussex Brighton.

Harris, Karen L., Kari Melaas, and Edyth Rodacker. (1999). The Impact of Women’s Studies Courses on College Students of the 1990s. Sex Roles, 40(11/12): 969-977.

Hart, M. (1992). Working and Educating for Life: Feminist and International Perspectives on Adult Education. London: Routledge.

Hauser, Mary, and Janice Jipson. (eds.). (1998). Intersections: Feminisms/Early Childhoods. New York: Peter Lang.

Hayes, Elisabeth, and Daniele D. Flannery. (2000). Women As Learners: The Significance Of Gender In Adult Learning. San Francisco: Jossey Bass.

Henry, A. (1993). There are No Safe Places: Pedagogy as Powerful and Dangerous Terrain. Action in Teacher Education, 15/4, pp. 1-4.

Herideen, Penelope E. (1998). Policy, Pedagogy and Social Inequality: Community College Student Realities in Post-Industrial America. Westport, CT: Bergin & Garvey.

Hernandez, Adriana. (1997). Pedagogy, Democracy, and Feminism: Rethinking the Public Sphere. Albany: State University of New York Press.

Hesse-Biber, S., and M. Kesler Gilbert. (1994). Closing the Technological Gender Gap: Feminist Pedagogy in the Computer-Assisted Classroom. Teaching Sociology, vol. 22, pp. 19-31.

Holland, J., M. Blair, and S. Sheldon. (eds). (1995). Debates and Issues in Feminism and Pedagogy. Clevedon: Multilingual Matters Ltd., The Open University.

Holley, L. C., C. Risley-Curtiss, T. Stott, D. R. Jackson, and R. Nelson. (2007). “It’s Not Scary”: Empowering Women Students to become Researchers. Affilia, 22(1): 99-115.

Hollingsworth, S. (1994). Feminist pedagogy in the research class: an example of teacher research. Educational Action Research, 2(1): 49 - 70.

Howard, Gary R. (2006). We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools (Paper, Multicultural Education Series). New York: Teachers College Press.

Hughes, K.P. (1995). Feminist Pedagogy and Feminist Epistemology: an Overview. International Journal of Lifelong Education, 14/3, May-June, pp. 214-230.

Hughes, Kate Pritchard. (1995). How Do You Know? An Overview of Writings on Femnist Pedagogy and Epistemology. Faculty of Arts, Victoria University of Technology.

Hull, G.T., Scott, P.B and Smith, B. (eds). (1982). All the Women are White, All the Blacks are Men, But Some of Us are Brave. Feminist Press, Old Westbury, N.Y.

Hurstfield, J., and E. Phillips. (1983). Teaching Feminism - a Contradiction in Terms? Feminist Review, No 15, November, 94-98.

Hyde, C. A., and K. H. Deal. (2003). Does Gender Matter? Male and Female Participation in Social Work Classrooms. Affilia, 18(2): 192-209.

Jackson, S. (1997). Crossing Borders and Changing Pedagogies: From Giroux and Freire to Feminist Theories of Education. Gender and Education, 9/4, pp. 457-467.

Jadwin, Lisa. (1993). Mirroring: A Strategy for Handling Hate Speech in the Classroom. Concerns, 23(1), Winter, pp. 22-28.

James, J. (1991). Reflections on Teaching "Gender, Race and Class". Feminist Teacher, 5/3, pp. 9-15.

Katz, J., S. Swindell, and S. Farrow. (2004). Effects of participation in a first womens studies course on collective self-esteem, gender-related attitudes, and emotional well-being. Journal of Applied Social Psychology, 34, 21792199.

Kecht, Maria Regina(ed). (1992). Pedagogy is Politics: Literary Theory and Critical Teaching. Urbana: U of Illinois Press.

Keddie, A. (2006). Pedagogies and critical reflection: key understandings for transformative gender justice. Gender and Education, 18(1): 99-114.

Kimmich, A. (1999). "I Found Hope", or Reflections on Theory-Practice Pedagogy. Women’s Studies Quarterly, Nos. 3 & 4, pp. 59-69.

Krubbs, Paula. (1990). Feminist Teaching, Women’s Studies, and Institutions. Text and Context, 4, Autumn, pp. 66-69.

Krywanczyk, L. (2007). Queering public school pedagogy as a first-year teacher. Radical Teacher(79): 27(8).

Lambert, C. and A. Parker. (2006). Imagination, hope and the positive face of feminism: pro/feminist pedagogy in ‘post’feminist times? Studies in Higher Education, 31(4): 469-482.

Langland, Elizabeth and Walter Gove. (eds.). (1983). A Feminist Perspective in the Academy: The Difference It Makes. Chicago: University of Chicago Press.

Larson, L.M. (2005). The Necessity of Feminist Pedagogy in a Climate of Political Backlash. Equity & Excellence in Education, 38(2): 135 - 144.

Lather, Patti. (1991). Getting Smart: Feminist Research and Pedagogy With/In the Postmodern. New York: Routledge.

Laube, Heather, Kelley Massoni, Joey Sprague, and Abby L. Ferber. (2007). The Impact of Gender on the Evaluation of Teaching: What We Know and What We Can Do. NWSA Journal, 19(3): 87-104.

Lee, Enid et al. (1998). Beyond Heroes and Holidays: A Practical Guide to K 12 Anti Racist, Multicultural Education and Staff Development. Washington, DC: Teaching for Change.

Lee, J. (2008). Survivors of Gendered Violence in the Feminist Classroom. Violence Against Women, 14(12): 1451-1464.

Leonard, Pauline. (1998). A Passionate Subject: Representations of Desire in Feminist Pedagogy. Gender and Education, 10(1), March.

Levin, Diane E. (1994). Teaching Young Children in Violent Times: Building a Peaceable Classroom. Gabriola Island, BC: New Society Publishers.

Littlefield, M. B., and K. C. Roberson. (2005). Computer Technology for the Feminist Classroom. Affilia, 20(2): 186-202.

Loughlin, Kathleen A. (1993). Women’s Perceptions of Transformative Learning Experiences Within Consciousness-Raising. San Francisco: Mellen Research University Press.

Luke, Carmen, and Jennifer Gore. (eds.). (1992). Feminisms and Critical Pedagogy. New York: Routledge.

Luke, Carmen. (1992). Post-Marked From the Margins: Feminist Pedagogy and Practice. The Review of Education, 14(4).

Luke, Carmen. (ed.). (1996). Feminisms and Pedagogies of Everyday Life. New York: State University of New York Press.

Luke, Carmey. (1994). Women in the Academy: the Politics of Speech and Silence. British Journal of Sociology of Education, 15/2, pp. 211 - 230.

Macalister, H.E. (1999). Women’s Studies classes and their influence on student development. Adolescence, Summer, 34(134): 283-92.

Maher, Frances A., and Mary Kay Thompson Tetreault. (2001). The Feminist Classroom. Expanded ed. Lanham, MD: Rowman & Littlefield.

Manicom, Ann. (1992). Feminist Pedagogy: Transformations, Standpoints, and Politics. Canadian Journal of Education, 17(3), Summer.

Markowitz, Linda. (2005). Unmasking moral dichotomies: Can feminist pedagogy overcome student resistance? Gender and Education, March, 17(1): 39-55.

Mayberry, Maralee and Ellen C. Rose. (1999). Meeting The Challenge: Innovative Feminist Pedagogies in Action. New York: Routledge.

McCulley, L. and Patterson, P. (1996). Feminist Empowerment through the Internet. Feminist Collections, vol. 17, no. 2.

McMahon, Brenda J. (2003). Putting the elephant into the refrigerator: Student engagement, critical pedagogy and antiracist education. McGill Journal of Education, Spring, Vol. 38, Iss. 2.

McWilliam, Erica, and Peter Taylor. (eds.). (1996). Pedagogy, Technology, and the Body. New York: Peter Lang.

McWilliam, Erica. (1999). Pedagogical Pleasures. New York: Peter Lang.

Meltzer, A. L., and J. K. McNulty (2011). Contrast Effects of Stereotypes: “Nurturing” Male Professors Are Evaluated More Positively than “Nurturing” Female Professors. Journal of Men’s Studies, 19(1): 57.

Middleton, Sue. (1993). Educating Feminists: Life Histories and Pedagogy. New York: Teachers College Press.

Miller, J., and M. Chamberlain. (2000). Women are teachers, men are professors: A study of student perceptions. Teaching Sociology, 28I, 283–298.

Minnich, Elizabeth K. (1991). Transforming Knowledge. Philadelphia: Temple University Press.

Moore, Melanie. (1997). Student Resistance to Course Content: Reactions to the Gender of the Messenger. Teaching Sociology 25: 128-133.

Moore, Melanie. (1997). Student Resistance to Course Content: Reactions to the gender of the messenger. Teaching Sociology, April, Vol. 25.

Morley, L. (1993). Women’s Studies as Empowerment of "Non-Traditional" Learners in Community and Youth Work: A Case Study. in Kennedy, M. et al (eds.), Making Connections: Women’s Studies, Women’s Movements, Women’s Lives, Taylor & Francis, London.

Morley, L. (1998). All you need is love: feminist pedagogy for empowerment and emotional labour in the academy. International Journal of Inclusive Education, 2(1): 15 - 27.

Mullin, Joan. (1994). Feminist Theory, Feminist Pedagogy: The gap Between What We Say and What We Do. Composition Studies, 22(1), Spring.

Murphy-Geiss, Gail. (2008). Bringing the facts to life: facilitating student engagement with the issue of domestic violence. Teaching Sociology, Oct., Vol. 36, Iss. 4.

Naples, Nancy A., and Karen Bojar . (eds.). (2002). Teaching Feminist Activism: Strategies from the Field. Routledge.

Newbery, L. (2009). It’s about time! Repetition, fantasy, and the contours of learning from feminist pedagogy classroom breakdown. Gender and Education, 21(3): 247-257.

Newman, E. (1999). Ethical Issues in Teaching about Violence against Women. Women’s Studies Quarterly, Nos. 1 & 2, pp.197-202.

Ng, Roxanne, Pat Staton, and Joyce Scane. (eds). (1995). Anti-Racism, Feminism, and Critical Approaches to Education. Westport, CT: Greenwood Publishing.

Orr, D.J. (1993). Toward a critical rethinking of feminist pedagogical praxis and resistant male students. Canadian Journal of Education, 18, pp. 239–254.

Paechter, Carrie F. (1998). Educating The Other: Gender, Power and Schooling. Washington, DC: Falmer Press.

Pagano, Jo Anne. (1990). Exiles and Communities: Teaching in the Patriarchal Wilderness. Albany: State University of New York Press.

Parry, S. (1996). Feminist Pedagogy and Techniques for the Changing Classroom. Women’s Studies Quarterly, Nos. 3 & 4, pp. 45 - 54.

Peck, Elizabeth G., and JoAnna Stephens. (eds.). (1997). Common Ground: Feminist Collaboration in the Academy. Albany: State University of New York Press.

Pelo, Ann, and Fran Davidson. (2002). That’s Not Fair! A Teacher’s Guide to Activism with Young Children. St. Paul, MN: Redleaf Press.

Pelo, Ann. (ed.). (2008). Rethinking Early Childhood Education. Milwaukee, WI: Rethinking Schools, Ltd.

Pleasants, R., and M. Ezzell. (2008). Thinking beyond achievement: Teaching gender sociologically. In Unsettling Beliefs: Teaching theory to teachers, edited by J. Diem and R. Helfenbein. Charlotte, NC: Information Age Press.

Razack, S. H. (1993). Teaching activists for social change: Coming to grips with questions of subjectivity and domination. Canadian Journal for the Study of Adult Education, 7(2), 43-56.

Rethinking Schools; Ltd. (ed.). (2004). New Teacher Book: Finding Purpose, Balance and Hope During Your First Years in the Classroom. Milwaukee, WI: Rethinking Schools, Ltd.

Ritchie, Joy. (1990). Confronting the ‘Essential’ Problem: Reconnecting Feminist Theory and Pedagogy. Journal of Advanced Composition, 10(2), Fall, pp. 249-273.

Romney, Patricia, et. al. (1992). Feminist Strategies for Teaching About Oppression: The Importance of Process. Women’s Studies Quarterly, 20(1-2), Spring, pp. 95-110.

Ropers-Huilman, B. (1996), Still Waters Run Deep: Meanings of Silence in Feminist Classrooms. Feminist Teacher, 10/1, pp. 3-7.

Ropers-Huilman, Becky. (1998). Feminist Teaching in Theory and Practice: Situating Power and Knowledge in Poststructural Classrooms. New York: Teachers College Press.

Ruggiero, C. (1990). Teaching Women’s Studies: the Repersonalization of our Politics. Women’s Studies International Forum, vol. 13, pp. 469-475.

Ryan, Maureen. (1989). Classrooms and Contexts: The Challenge of Feminist Pedagogy. Feminist Teacher, 4(2-3), Fall.

Sapon-Shevin, Mara. (1998). Because We Can Change the World: A Practical Guide To Building Cooperative, Inclusive Classroom Communities. Upper Saddle River, NJ: Pearson.

Sattler, Cheryl L. (1997). Talking About a Revolution: The Politics & Practice of Feminist Teaching. Cresskill, NJ: Hampton Press, Inc.

Scanlon, Jennifer. (1993). Feminist Pedagogy and Everyday Teaching: Results of a Women’s Studies Program self-study. Transformations, 4(1), Spring.

Scanlon, Jennifer. (1993). Keeping Our Activist Selves Alive in the Classroom: Feminist Pedagogy and Political Activism. Feminist Teacher, 7(2), pp. 8-14.

Schmidt, Jan Z. (ed.). (1997). Women/Writing/Teaching. Purchase: State University of New York at Purchase.

Schneidewind, Nancy. (1984). Open Minds to Equality. Upper Saddle River, NJ: Prentice Hall.

Schniedewind, N. (1983). Feminist Values: Guidelines for a Teaching Methodology in Women’s Studies. In Bunch, C. and Pollack, S. (eds) Learning Our Way: Essays in Feminist Education, The Crossing Press: New York.

Schuster, Marilyn R., and Susan R. Van Dyne. (eds.). (1985). Women’s Place in The Academy: Transforming The Liberal Arts Curriculum. Lanham, MD: Rowman and Littlefield.

Sevelius, J., & Stake, J. E. (2003). The effects of prior attitudes and attitude importance on attitude change and class impact in women’s and gender studies. Journal of Applied Social Psychology, 33, 2341-2353.

Shapiro, A. (1991). Creating a Conversation: Teaching All Women in the Feminist Classroom. National Women’s Studies Association Newletter, 3/1, pp.70-80.

Shapiro, Sherry. (1998). Pedagogy And The Politics Of The Body: A Critical Praxis. New York: Garland.

Shrewsburg, Carolyn. (1993). What is Feminist Pedagogy? Women’s Studies Quarterly, 21(3-4), Fall, pp. 8-16.

Smith, B. (1982). Racism and Women’s Studies. In Hull, G.T., Scott, P.B and Smith, B. (eds), All the Women are White, All the Blacks are Men, But Some of Us are Brave, Feminist Press, Old Westbury, N.Y.

Smith, Diane. (2000). Womanlish Black Girls: Dancing Contradictions of Resistance. New York: Peter Lang.

Sprague, J., and K. Massoni. (2005). Student evaluations and gender expectations: What we can’t count can hurt us. Sex Roles, 53, 779–793.

Stake, J. E., & Gerner, M. A. (1987). The women’s studies experience: Personal and professional gains for women and men. Psychology of Women Quarterly, 11: 277-284.

Stake, J. E., and F. L. Hoffmann. (2000). Putting feminist pedagogy to the test: The experience of Womens Studies from student and teacher perspectives. Psychology of Women Quarterly, 24, 3038.

Stake, J. E., and F. L. Hoffmann. (2001). Change in student attitudes, social activism, and personal confidence in higher education: The role of Womens Studies. American Educational Research Journal, 38, 411436.

Stake, J. E., and S. Rose. (1994). The long-term impact of Womens Studies on students personal lives and political activism. Psychology of Women Quarterly, 18, 403412.

Stake, J.E., Roades, L., Rose, S., Ellis, L., & West, C. (1994). The women’s studies experience: Impetus for feminist activism. Psychology of Women Quarterly, 18, 17-24.

Stake, Jayne E. (2006). Pedagogy and Student Change in the Women’s and Gender Studies Classroom. Gender and Education, 18(2): 199-212.

Stake, Jayne E. (2007). Predictors of Change in Feminist Activism Through Women’s and Gender Studies. Sex Roles, 57: 43-54.

 

Stake, Jayne E., and Craig Malkin. (2003). Students’ Quality of Experience and Perceptions of Intolerance and Bias in the Women’s and Gender Studies Classroom. Psychology of Women Quarterly, 27(2): 174-185.

Stake, Jayne E., Jeanne Sevelius, and Sarah Hanly. (2008). Student Responsiveness to Women’s and Gender Studies Classes: The Importance of Initial Student Attitudes and Classroom Relationships. NWSA Journal, 20(2): 189-215.

Tatum, Beverly Daniel. (2003). “Why Are All The Black Kids Sitting Together in the Cafeteria?”: A Psychologist Explains the Development of Racial Identity. New York: Basic Books.

Thomsen, C.J., Basu, A.M., & Reinitz, M.T. (1995). Effects of women’s studies courses on gender-related attitudes of women and men. Psychology of Women, 19, 419-426.

Tisdell, Elizabeth J. (1995). Creating Inclusive Adult Learning Environments: Insights From Multicultural Education and Feminist Pedagogy. Collingdale, PA: DIANE Publishers.

Todd, Sharon. (ed.). (1997). Learning Desire: Perspectives on Pedagogy, Culture, and the Unsaid. New York: Routledge.

Vasquez, Hugh et al. (2003). Making Allies, Making Friends: A. Curriculum for Making the Peace in Middle School. Alameda,. CA: Hunter House.

Vedovato, S., & Vaughter, R. Psychology of women courses changing sexist and sex -typed attitudes. Psychology of Women Quarterly, 1980, 4, 587-590.

Wallace, P. (1993). Authority and Egalitarianism: What Can They Mean in the Feminist Classroom? Action in Teacher Education, 15/4, pp.14-19.

Walters, Shirley. (ed.). (1996). Gender in Popular Education: Methods for Empowerment. Atlantic Highlands, NJ: Humanities Press International.

Warren, K. and Rheingold, A. (1993). Feminist Pedagogy and Experiential Education: a Critical Look. Journal of Experiential Education, 16/3, pp. 25-31.

Webb, L.M., K.L. Walker, and T.S. Bollis. (2004). Feminist pedagogy in the teaching of research methods. International Journal of Social Research Methodology, 7(5): 415 - 428.

Weiler, Kathleen, and Sue Middleton. (eds.). (1999). Telling Women’s Lives: Narrative Inquiries In The History Of Women’s Education. Buckingham, UK: Open University Press.

Weiler, Kathleen. (1987). Women Teaching For Change: Gender, Class And Power. Westport, CT: Bergin & Garvey.

Weiler, Kathleen. (1994). Freire and a Feminist Pedagogy of Difference. Harvard Educational Review, 61(4), November, pp. 449-474.

Weis, L. (1993). White male working-class youth: An exploration of relative privilege and loss. In L. Weis & M. Fine (Eds.), Beyond Silenced Voices: Class, race and gender in United States schools (pp. 237–258). Albany: State University of New York Press.

Welch, P. (1994). Is a Feminist Pedagogy Possible? In Davies, S. et al (eds.) Changing the Subject: Women in Higher Education, Taylor & Francis, London.

Welch, P. (1997). What Can Tutors and Students Do to Promote Egalitarian Relationships in the Women’s Studies Classroom? In Montgomery, F & Collette, C (eds), Into the Melting Pot: Women’s Studies in the New Millennium, Ashgate: Aldershot.

Welch, P. (1998). To What Extent Can Feminist Approaches to Teaching Be Used Across the HE Curriculum? Proceedings of the Improving University Teaching Conference, University of Maryland and Dublin City University, July 1998.

Welch, P. (1999). The Politics of Teaching Women’s Studies. Women’s Studies Quarterly, 27, nos. 3 & 4, 1999, pp. 70-76.

White, A. M. (2006). Psychology Meets Women’s Studies, Greets Black Studies, Treats Queer Studies: Teaching Diversity and Sexuality Across Disciplines. Feminist Teacher, 16(3): 205.

Winker, Barbara Scott, and Carolyn DiPalma. (eds.). (1999). Teaching Introduction To Women’s Studies: Expectations and Strategies. Westport, CT: Bergin & Garvey.

Winkler, Barbara Scott, and Carolyn DiPalma. (eds). (1999). Teaching Introduction to Women’s Studies: Expectations and Strategies. Praeger Publishers.
The Introductory Course: A Voice from the Broader Field of Women’s Studies / Barbara Scott Winkler and Carolyn DiPalma.
Overviews/Resources.
The Ideologue, the Pervert, and the Nurturer, or Negotiating Student Perceptions in Teaching Introductory Women’s Studies Courses / Vivian M. May.
Conceptualizing the Introduction to Women’s Studies Courses at the Community College / Karen Bojar.
Reading Women’s Lives: A New Database Resource for Teaching Introduction to Women’s Studies / Mary Margaret Fonow with Lucy Bailey.
Theorizing Expectations.
Border Zones: Identification, Resistance, and Transgressive Teaching in Introductory Women’s Studies Courses / Katherine Ann Rhoades.
Revisiting the “Men Problem” in Introductory Women’s Studies Classes / Glyn Hughes.
“Is This Course Just About Opinions or What?” Scripted Questions as Indicators of Group Development in an Introduction to Women’s Studies Class / Toni C. King.
Students’ Fear of Lesbianism / Margaret Duncombe.
“When I Look at You, I Don’t See Race” and Other Diverse Tales from the Introduction to Women’s Studies Classroom / Lisa Bowleg.
Inter-Racial Teaching Teams, Anti-Racism, and the Politics of White Resistance: Teaching Introduction to Women’s Studies at a Predominantly White Research Institution / Audre Jean Brokes and France Winddance Twine.
Feminism in the Field of Local Knowledge: Decolonizing Subjectivities in Hawaii / Kathleen O. Kane.
Applying Strategies.
Cybergrrrl Education and Virtual Feminism: Using the Internet to Teach Introductory Women’s Studies / Martha McCaughey and Carol J. Burger.
Webbed Women: Information Technology in the Introduction to Women’s Studies Classroom / Maria Pramaggiore with Beth Hardin.
Reading GlamourMagazine: The Production of “Woman” / Stacy Wolf.
MY FATHER’S WASP: Spelling the Dimensions of Difference / Helen M. Bannan.
Encouraging Feminism: Teaching The Handmaid’s Tale in the Introductory Women’s Studies Classroom / Lisa M. Logan.
The Outrageous Act as Gender Busting: An Experiential Challenge to Gender Roles / Sandra D. Shattuck, Judith McDaniel, and Judy Nolte Temple.
Outrageous/Liberating Acts: Putting Feminism into Practice / Ann Mussey and Ann Kesselman.
Conclusion: Undoing Our Habits.
When Things Fall Apart / Jane A. Rinehart.

Wood, Robert. (1993). The Dialectic Suppression of Feminist Thought in Radical Pedagogy. Journal of Advanced Composition, 13(1), Winter.

Worell, J., Stilwell, D., Oakley, D., & Robinson, D. (1999). Educating about women and gender: Cognitive, personal and professional outcomes. Psychology of Women Quarterly, 23, 797–811.

Yoder, J.D., Fischer, A.R., Kahn, A.S., & Groden, J. (2007). Changes in students’ explanations for gender differences after taking a Psychology of Women class: More constructionist and less essentialist. Psychology of Women Quarterly, 31, 415-425.

 

Journals

 

Feminist Teacher

Pedagogy