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Abstract:
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This study discusses feminism and feminist pedagogy in general, and presents pedagogical implications for ES/FL teaching practices. In particular, feminist pedagogy emphasizes empowerment and students’ coming to voice. This approach, which is strongly associated with critical pedagogy, is challenged by some feminists with poststructuralist approach, which perceives that identities of students as well as teachers are multiple and in process. Adopting this view, teacher should exercise their power in order to help students exercise their power, instead of struggling to “share” or “give” power. Poststructural feminists suggest that teachers should always be reflexive and humble about their teaching practices. What’s important in poststructural feminist pedagogy, then, is the concept of positionality. In this perspective, curriculum and materials design are the promising area that we can use our creativity. In conclusion, poststructural feminism can provide a framework in which teachers and students create new futures. |
