Type of Proposal
Paper: Empirical
Abstract
The purpose of our presentation is to explore how non-White professors, an Asian male pre-tenured professor and a Black female tenured full professor, negotiated their power in their feminist classroom.
Keywords
feminist pedagogy, higher education, race, gender, power dyanmics
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Misawa, M.,
&
Johnson-Bailey, J.
(2019).
Practicing a Culturally Responsive Feminist Pedagogy in Higher Education: An Examination of a Feminist Classroom from the Perspective of Transformative Learning.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2019/papers/24
Practicing a Culturally Responsive Feminist Pedagogy in Higher Education: An Examination of a Feminist Classroom from the Perspective of Transformative Learning
The purpose of our presentation is to explore how non-White professors, an Asian male pre-tenured professor and a Black female tenured full professor, negotiated their power in their feminist classroom.
