Webb, Walker and Bollis (2004) Applying principles of feminist pedagogy to the graduate student- professor research team

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Applying principles of feminist pedagogy to the graduate student- professor research team

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CONTRIBUTORS:

	Author:	Webb, Lynne M. (University of Arkansas Fayetteville)
	Author:	Walker, Kandi L.
	Author:	Bollis, Tamara S.

JOURNAL:

International Journal of Social Research and Methodology, 7(5), 415 - 428.

YEAR:

2004

PUB TYPE:

Journal Article

SUBJECT(S):

research methods pedagogy

DISCIPLINE:

Research Methods

HTTP:

http://journalsonline.tandf.co.uk/(h2hjzb45it2d5oacss2ck145)/app/home/contribution.asp?referrer=parent&backto=issue,4,5;journal,6,30;linkingpublicationresults,1:102458,1

LANGUAGE:

English

PUB ID:

103-421-550 (Last edited on 2005/12/23 15:37:09 US/Mountain)

SPONSOR(S):

ABSTRACT:
The essay explicates a pedagogical methodology for teaching empirical research methods, employing the principles of feminist pedagogy in the facilitation of research teams composed of a teacher and multiple graduate students. The described pedagogy is consistent with six principles of feminist pedagogy deduced from a meta-analysis of the extant US literature on feminist pedagogy: reformation of the relationship between teacher and student, empowerment, building community, privileging voice, respecting diversity of personal experience, and challenging traditional views. The authors illuminate their pedagogy via a detailed description of one feminist research group undertaking a large sample survey. The authors contend that the feminist research group constitutes a practicum-style educational opportunity that represents a practical alternative to the traditional classroom teaching of empirical research methods to graduate students.

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