عنوان

Becoming a Feminist Educator:

Number

TLpq2392346472

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Becoming a Feminist Educator:

General Material Designation

[Thesis]

First Statement of Responsibility

Kaufman, Sarah Wells

Title Proper by Another Author

A Self-study on Feminist Pedagogy in a Music History Classroom

Subsequent Statement of Responsibility

Kuzmic, Jeffrey J.

Name of Publisher, Distributor, etc.

DePaul University

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

230

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

DePaul University

Text preceding or following the note

2020

Text of Note

My dissertation explores the process of becoming a feminist educator as I transitioned to using feminist theory in my pedagogy for the first time. Inspired by political events and my own progression from conservative musician to progressive educator, I asked the question in my research, "What would a feminist pedagogy look like in my music history classroom?" I used self-study research, with a design based on autoethnography and autobiography, to conduct a study that took place over a ten-week term. While I taught an undergraduate course, Women and Music, I collected data from my own research journals and dialogues with a critical friend, as well as data from the students enrolled in the course (twenty women and one man). My findings reflected a shift in my epistemological and ontological orientations toward teaching as I uncovered and resisted male-dominated conventions of knowing and being in my music classroom. My feminist pedagogy manifested through a relational approach to knowledge. I encouraged my students and myself to view knowing as an in-process journey where we could creatively learn through our experiences. Using a feminist pedagogy also allowed me to explore who I am as a woman educator and how I wanted to engage in a power-with relationship with my students in order to foster collaboration and community in our classroom. Employing feminist principles in my classroom changed how I viewed myself as an educator and offered my students the space to think of their gendered selves differently as well. This study provides an example of navigating an alternative pedagogy in practice while resisting oppressive ways of knowing and being that often exclude gendered experiences from educational spaces.

Feminist pedagogy

Higher education

Music history

Pedagogy

Self-study

Kaufman, Sarah Wells

Kuzmic, Jeffrey J.

Electronic name

p

[Thesis]

276903

a

Y