Integrating Feminist Theory, Pedagogy, and Praxis into Teacher Education

Kelly Morris Roberts

SAGE Open, 2021, vol. 11, issue 3, 21582440211023120

Abstract: This article discusses suggestions for integrating feminist epistemology, theory, pedagogy, and praxis even more intentionally into existing U.S. teacher education curricula. The premise is that in light of recent 21st century women’s empowerment movements, such ideas should be examined and integrated fully in justice-oriented teacher education programs. Supporting them with a review of the relevant literature, the author offers additions to existing frames within teacher education in U.S. programs. The author suggests emphasis on establishing authentic teacher voice through intentional pedagogy that incorporates feminism, through establishment of community, and through praxis and reflection. With these aspects firmly established in teacher education as essential to justice-oriented teacher education, the author advocates for counter-hegemonic conversations and storylines that encourage feminist voice and feminist praxis in teacher education.

Keywords: agency; education; feminism; justice-oriented education; praxis; teaching of English; teacher education; scholarship of teaching and learning (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:11:y:2021:i:3:p:21582440211023120

DOI: 10.1177/21582440211023120

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