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The Feminist Press at the City University of New York is collaborating with JSTOR to
digitize, preserve and extend access to Women's Studies Quarterly
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Feminist Pedagogy:
Transforming the High School
Classroom
We are writing this article together not only because we share ideas about
the feminist classroom in the high school and feel doubly empowered to
convey these ideas in our shared voice but also because what we have to say
deals with relationship, shared learning power, and voice. We choose
consciously to model as well as to speak about our convictions. Currently
colleagues and friends, we have also been teacher and student. Despite age
difference, we have shared concurrent encounters with feminism as it
connects with our professional lives. We share the belief that feminist
pedagogy can transform the high school classroom; in fact, we believe that
the high school may be more receptive to feminist teaching than the
college lecture hall.
Higher education honors the professorial mode which validates the
critical, public, impersonal, arid objective stance. Kindergarten honors the
private, personal, and subjective world of the student. Between these two
extremes perches the high school. Because institutions are based on hier-
archies, the upper-track classes in the high school idealize the high school
teacher as college professor; the lower- track classes tend not to emulate
professorial teaching, but neither do they carry status and prestige. Some
teachers in "general" and "remedial" courses are cognizant of and sensitive
to different learning styles. We believe that a pedagogy that honors both
diversity of learning styles and intellectual rigor should - and can - infuse
all teaching on the high school level.
As we begin to explore how one can implement feminist pedagogy in
high schools, we note that there is a tradition of research and discussion
that can be used to support feminist theory about teaching. The feminist
teacher needs to draw from that literature, research, and theory, needs to
translate its potential into a more inclusive language for her classroom.
Pragmatically she stands a better chance of achieving credibility and of
getting support if she builds on existing traditions and appeals to recog-
nized needs. Briefly, these familiar traditions include: group learning,
peer tutoring and evaluation, differentiated standards, evaluation modes,
dialectic between cognitive and affective domains, writing process, learn-
ing theory, critical and creative thinking, case study method, and educa-
tional reform movements. Without particular concern for gender issues,
then, many teachers are already practicing pedagogy that parallels the
142
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Women's Studies Quarterly 1993: 3 & 4 143
All of these questions suggest that the knottiest problem at the high school
level is the forging of a new relationship between teacher and student. In
our world, the high school English classroom, the student-teacher rela-
tionship is complicated by issues of adolescent development, stages in a
teacher's own life and career cycle, and the expectations of supervisors,
peers, and parents. Within each of these frames are hierarchical assump-
tions as well as real problems with which we must deal.
How does the feminist teacher of students fourteen to eighteen years of
age find effective, honest ways to create and maintain a healthy, safe
climate for learning, to honor and validate all of the voices (and silences) of
her students who do not choose to be there, to share the power of learning
and discovery with them without being misunderstood as abdicating her
role in the institutionalized setting?
We face these challenges from two perspectives, that of the experienced,
mature teacher whose reputation and style allow students to verbalize their
identification of her as a mother figure and that of a young teacher who
must balance issues of control and community in order to develop a
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144 Women's Studies Quarterly 1993: 3 & 4
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Women's Studies Quarterly 1993: 3 &f 4 145
middle sections of Moby Dick and that I never plan to teach Crim
Punishment.
6. I no longer give writing assignments but spend time and e
helping students develop and "own" their topics.
7. Because I teach in a competitive college preparatory high school
attempt to defuse grade anxiety. At least once during the marking
I offer non-graded experiences. I also am developing assignmen
carry one of two grades - an A or no credit. The student works t
level of personal excellence and skill mastery, not to beat out the c
tion.
8. By creating cooperative learning activities and by honoring
reading, editing, and reacting, I broaden the audience to whom we
our written and spoken thoughts. Through writing and sharin
informally with students, I become one of several writers and rea
instead of the only audience for their work.
9. I work harder each year to guarantee representation to all voi
the classroom and in the curriculum. We take as text the literature w
our own lives, and the community around us.
10. I do not apologize for being a feminist nor for overtly working
sure women's voices are heard. Always pragmatic, I have learned,
ever, that talking about gender as opposed to feminism is a good do
credibility. If we want them all to listen at this time of their lives
sexual identity and attractiveness are such preoccupations, we need
at the roles we play and women and men in literature and in life.
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146
We conclude our shared vision with some hopeful thoughts. As the web
of feminist awareness widens its cast over classrooms at all levels, kinder-
garten through the university, feminist educators need to abandon the
hierarchical assumptions that separate them. As we empower voices, ac-
knowledge diversity, and develop inclusive curricula and teaching strat-
egies, we must apply the same revolutionary values to our own
professional networks and relationships. The work of high school (and
elementary school) teachers and scholars offers fertile models for change,
models from which new scholarship and practice can develop. We insist
that feminist educators need to gaze across, levelly at one another, to
abandon the "up" and "down" assumptions that have stratified the world of
education and limited communication among us. As we have pointed out
through our own work, the high school may be the pivotal place where
powerful ideas and practice can converge.
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Women's Studies Quarterly 1993: 3 & 4 147
NOTES
1 . Peggy Mclntosh, Interactive Phases of Curricular Re-vision: A Femini
Perspective, Working Paper No. 124 (Wellesley, Mass.: Wellesley Colleg
Center for Research on Women, 1983).
2. Theodore R. Sizer, Horace's Compromise: The Dilemma of the America
High School (Boston: Houghton Mifflin, 1983).
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