Pedagogy and Practice: Works Cited

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Barkley, Elizabeth F., K. Patricia Cross, and Claire Howell Major. Collaborative Learning Techniques: A Handbook for College Faculty. Hoboken, NJ: Jossey-Bass, 2004.

Belenky, Mary Field, Blythe McVicker Clinchy, Nancy Rule Goldberger, and Jill Mattuck Tarule. Women’s Ways of Knowing: The Development of Self, Voice, and Mind. 1986. New York: Basic, 1997.

Bickford, Susan. The Dissonance of Democracy: Listening, Conflict, and Citizenship. Ithaca, NY: Cornell UP, 1996.

Boler, Megan. Feeling Power: Emotions and Education. New York: Routledge, 1999.

Chick, Nancy L, Aeron Haynie, and Regan A. R. Gurung. “From Generic to Signature Pedagogies: Teaching Disciplinary Understandings.” In Gurung, Chick, and Haynie (Eds.), Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind. Sterling, VA: 2009.

Chick, Nancy and Holly Hassel. “’Don’t Hate Me Because I’m Virtual’: Feminist Pedagogy in the Online Classroom.” Feminist Teacher 19.3 (2009): 195-215.

Crenshaw, Kimberlé. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.” Stanford Law Review 43.6 (July, 1991): 1241-1299.

Ellsworth, Elizabeth. “Why Doesn’t This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy.” Harvard Educational Review 59.3 (August, 1989): 297-324.

Fisher, Berenice Malka. No Angel in the Classroom: Teaching through Feminist Discourse. Lanham, MD: Rowman & Littlefield, 2001.

Freire, Paulo. Pedagogy of the Oppressed. 1968. London, UK: Bloomsbury, 2000.

Gatens, Moira. “Modern Rationalism.” A Companion to Feminist Philosophy. Ed. Jaggar, Alison M. and Iris Marion Young. Blackwell Publishing, 1999. Blackwell Reference Online. Web. 12 February

Harding, Sandra. The Science Question in Feminism. Ithaca, NY: Cornell University Press, 1986.

Haraway, Donna. “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.” Feminist Theory Reader: Local and Global Perspectives. Eds. Carole McCann and Seung-kyung Kim. 3rd ed. New York: Routledge, 2013. 412-426.

Hassel, Holly, and Nerissa Nelson. “A Signature Feminist Pedagogy: Connection and Transformation in Women’s Studies.” In Chick, Nancy L, Aeron Haynie, and Regan A.R. Gurung (Eds.) Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind. Sterling, VA: Stylus. 143-155.

Highberg, Nels. “‘Beware! This is a Man!'” Feminist Teacher 20.2 (2010): 157-170.

Hill Collins, Patricia. “It’s All in the Family: Intersections of Gender, Race, and Nation.” Hypatia 13.3 (Summer, 1998): 62-82.

hooks, bell. Feminist Theory: From Margin to Center. 1984. New York: Routledge, 2015.

—. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.

Jaggar, Alison M. “Love and Knowledge: Emotion in Feminist Epistemology.” Feminist Theory Reader: Local and Global Perspectives. Eds. Carole McCann and Seung-kyung Kim. 3rd ed. New York: Routledge, 2013. 486-501

Johnson, Allan. The Gender Knot: Unraveling Our Patriarchal Legacy. Philadelphia, PA: Temple UP, 1997.

Kamaara, Eunice Karanja, Elisabeth T. Vasko, and Jeanine E. Viau. “Listening and Speaking as Two Sides of the Same Coin: Negotiating Dualisms in Intercultural Feminist Collaboration.” Journal of Feminist Studies in Religion. 28.2 (2012): 49-67.

Lal, Shafali. “Dangerous Silences: Lessons in Daring.” Radical Teacher 58 (Fall 2000): 12-15.

Lee, Ming-yeh, and Juanita Johnson-Bailey. “Challenges to the Classroom Authority of Women of Color.” New Directions for Adult and Continuing Education 102.1 (Summer 2004): 55-64.

Lorde, Audre.  “The Uses of the Erotic.” Sister Outsider: Essays and Speeches by Audré Lorde. Freedom, CA: The Crossing Press, 1984.

Ludlow, Jeannie. “From Safe Space to Contested Space in the Feminist Classroom.” Transformations: The Journal of Inclusive Scholarship and Pedagogy 15.1 (2004): 40-56.

McLaren, Peter. “White Terror and Oppositional Agency: Towards a Critical Multiculturalism.” In Christine E. Sleeter and Peter McLaren (Eds.), Multicultural Education, Critical Pedagogy, and the Politics of Difference. NY: SUNY Press, 1995. 33-70.

McIntyre, Alice, et al. “Engaging in Cross-Racial Dialogue: Does/Can Talk Lead to Action?” Transformations: A Resource for Curriculum Transformation and Scholarship 9.2 (Fall 1998): 81-99.

Mohanty, Chandra Talpade. “‘Under Western Eyes’ Revisited: Feminist Solidarity Through Anticapitalist Struggles.” Feminist Theory Reader: Local and Global Perspectives. Eds. Carole McCann and Seung-kyung Kim. 3rd ed. New York: Routledge, 2013. 536-552.

Moraga, Cherríe. “La Güera.” This Bridge Called My Back: Writings by Radical Women of Color. Eds. Cherríe Moraga and Gloria Anzaldúa. 27-34. London: Persephone Press, 1981.

Okin, Susan Moller, 1989. Justice, Gender and the Family, New York: Basic Books.

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Porter, Ronald K. and Zeus Leonardo. “Pedagogy of Fear: Toward a Fanonian Theory of ‘Safety’ in Race Dialogue.” Race Ethnicity and Education 13.2 (2010): 139-157.

Rabinowitz, Nancy Sorkin. “Queer Theory and Feminist Pedagogy.” Twenty-First-Century Feminist Classrooms: Pedagogies of Identities and Difference. Susan Sanchez-Casal and Amie A. MacDonald (Eds.). Palgrave MacMillan, 2002. 175-200.

Shulman, Lee S. “Signature Pedagogies in the Professions.” Daedalus. 134. (Summer 2005): 52-59.

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Trigwell, Keith. “Evidence of the Impact of Scholarship of Teaching and Learning.” Teaching & Learning Inquiry. 1.1 (2013): 95-105.

Trigwell, Keith and Michael Prosser. “Congruence between Intention and Strategy in University Science Teachers’ Approaches to Teaching.” Higher Education, 32.1 (1996): 77-87.

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Wiggins, Grant and Jay McTighe. Understanding By Design. Alexandria, VA: Association for Supervision and Curriculum Development, 2005.

Young, Iris Marion. Justice and the Politics of Difference. Princeton, NJ: Princeton UP, 1990.