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A Qualitative Analysis of the Experiences of Feminist Psychology Educators: The Classroom

McGill University in the Department of Educational and Counselling Psychology

Patricia Healy

Department of Educational and Counselling Psychology, McGill University

Monica Justin

Department of Educational and Counselling Psychology, McGill University, ada.sinacore{at}mcgill.ca

Feminist pedagogy as a unique and legitimate form of teaching has been discussed widely in the literature, with an emphasis placed on teaching strategies and techniques. Limited attention has been given to the actual experience of educators when they use a feminist pedagogy. Thus, this study is a qualitative examination of the experience of 18 feminist psychology educators in the academy, with a particular focus on their experience of applying feminist pedagogical strategies in the classroom. The results indicate that, for these educators, their feminist identity and values are closely linked to their teaching and pedagogical decisions. In addition, the challenges, benefits and backlash connected to feminist teaching, as well as implications and recommendations for feminist educators, are discussed.

Key Words: classroom • educators • feminism • pedagogy

Feminism & Psychology, Vol. 12, No. 3, 339-362 (2002)
DOI: 10.1177/0959353502012003007


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