27 SES 11 A, Feminist Ways of Being, Knowing and Teaching in the Academy 2: International Perspectives on Feminist-Inspired Pedagogies
Feminist pedagogy in science education reflects the cultural, social, and historical dimensions of science. It analyses the masculinity and whiteness of science and technology in industrial societies. Moreover, it can be used to support teaching science in a way that is welcoming, open, and encouraging to all students. Therefore, feminist pedagogy can be used as a tool to develop collaborative conversations between humanities and physics, between pedagogy and physics education, between traditional or innovative forms of teaching and learning. My case studies are based on the use of feminist pedagogy to overcome the reproduction of heteronormativity and racism, of discrimination and exclusion in the classroom (Barton, 1998; Heasley and Crane 2012; Lembens and Bartosch 2012; Mayberry 1998). The paper reflects on (1) the curriculum development project ‘Teaching Queering Physics’ in a course on gender and physics for future teachers in science education at Technical University Darmstadt/Germany and (2) the methodic-didactic conception project ‘Promoting Gender-and-Diversity-Awareness’ in teaching a basic physics course at the department of mechanical engineering at Hochschule Hannover - University of Applied Sciences and Arts/ Germany. The aim of both projects was to enable students in science as well as science education to reflect on their understanding of physics and physical knowledge, to understand their attitudes as learners (and future multipliers) of ‘physical conceptions’ rather than ‘physical facts’. The teaching queering physics project as well as the promoting gender and diversity awareness are based upon a comprehensive analysis of the available national and international scholarly works (in German and English). To ensure a high quality standard of teaching, questionnaires provide information on the learning success and achievements of the students and their critiques and suggestions. The evaluation results show that the aim of teaching queering physics was reached while the promotion of gender and diversity awareness needs further experience and research to develop it. I am seeking the chance to talk, share and learn from other researchers using feminist theory to make a difference to pedagogical practice in science education.
Barton, A. (1998). Feminist science education. New York: Teachers College Press Heasley, R. and Crane, B. (2012). Queering Classes – Disrupting Hegemonic Masculinity and the effect of Compulsory Heterosexuality in the Classroom. In: John C. Landreau & Nelson M. Rodrigues (ed.) Queering Masculinities: a critical reader in education. Dortrecht, 99-118 Lembens, A. and Bartosch, I. (2012). Genderforschung in der Chemie- und Physikdidaktik. In: Handbuch Geschlechterforschung und Fachdidaktik. Wiesbaden: Springer VS, S. 83-98 Mayberry, M. (1998). Reproductive and resistant pedagogies: The comparative roles of collaborative learning and feminist pedagogy in science education. Journal of Research in Science Teaching, 35(4). 443-459. doi.org/10.1002/(SICI)1098-2736(199804)35:4<443::AID-TEA14>3.0.CO;2-A
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