Feminist pedagogical practices strive to produce a learning environment where students learn to ‘do’, ‘question’ and ‘transform’ within the classroom. The classroom is framed as a generative space fuelled by a commitment to animate feminist politics and ethos through education and research, and to enact social justice that extends beyond the classroom. In Singapore, this can be especially complex and challenging for two reasons: 1) the diversity of students with different cultural beliefs and value systems; and 2) the challenges of advocating for feminist change in the socio-political context of Singapore. In April 2021, I formed an interdisciplinary teaching and learning community (TLC) comprising faculty committed to practising feminist pedagogy and advancing gender equality through education. A key aim of the group was to share our teaching practices and classroom experiences as feminist educators. Through the collaborative endeavour of the TLC we aimed to record our collective knowledge and feminist pedagogical practices for teaching at the National University of Singapore. In particular the TLC asked and answered the following questions: What should we teach? How should we teach? How can we advance feminist change beyond the classroom? Drawing from TLC focus group discussions, the paper provides a framework for understanding the diversity of feminist pedagogical approaches and their potential synergies. The paper examines how the discussions and strategies from the TLC could be used in the context of teaching geography. These are strategies that could prove critical to the sustainability of geography education amidst the push towards interdisciplinary learning at the university.
Mots clés : feminist pedagogy|geography education|gender|interdisciplinarity
A103283KR