Practicing Feminist Pedagogical Approach in Pakistani Literature Classroom: Possibilities and Challenges.
The current pedagogical approaches prevalent in Pakistan are largely teachercentered which do not encourage students as active learners in the teachinglearning processes. The current study attempts to explore the effectiveness of feminist pedagogical approach for the enhancement of critical skills o...
| Publicado en: | Journal of Social Sciences & Humanities (1994-7046) Vol. 30; no. 1; pp. 19 - 37 |
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| Autores principales: | , |
| Formato: | Artículo |
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Allama Iqbal Open University
Spring2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=164714469&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 164714469 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 19947046 BESN jtl: Journal of Social Sciences & Humanities (1994-7046) issn: 19947046 maglogo: N pubinfo: dt: Spring2022 vid: 30 iid: 1 pid: 67612 pub: Allama Iqbal Open University artinfo: ui: 164714469 ppf: 19 ppct: 18 formats: fmt: @attributes: type: P size: 4.5MB tig: atl: Practicing Feminist Pedagogical Approach in Pakistani Literature Classroom: Possibilities and Challenges. aug: au: Hussain, Sofia Yaqoob, Munazza affil: Assistant Professor, Department of English, IIUI, Islamabad - Pakistan su: Feminism Odom, Lamar, 1979- Experimental groups Semi-structured interviews Classrooms Control groups Pakistan sug: subj: Pakistan Feminism Odom, Lamar, 1979- Experimental groups Semi-structured interviews Classrooms Control groups keyword: collaborative learning environment community building critical/reflective skills feminist pedagogy social justice teacher's authority ab: The current pedagogical approaches prevalent in Pakistan are largely teachercentered which do not encourage students as active learners in the teachinglearning processes. The current study attempts to explore the effectiveness of feminist pedagogical approach for the enhancement of critical skills of students of literature by utilizing contemporary Pakistani Anglophone fiction as a pedagogical tool. The novels selected for the current study include Bapsi Sidhwa's Ice-Candy Man and Kamila Shamsie's Broken Verses. The feminist pedagogical approach emphasizes the active participation of the learners, and the revision of the entire teaching-learning paradigm from a feminist standpoint. Furthermore, it also insists on the inclusion of marginal perspectives as a significant means of knowledge - making through interaction, collaboration, and negotiation (hooks, 1994; Weiler, 1988; Gore 1991; Mohanty, 1991). Using feminist pedagogical approach's conceptual framework, a mixed-method approach comprising of a quantitative and qualitative phase was used for the current study. Four normally distributed classes of BS (English) and MA, (English) in the Department of English, Female Campus (IIUI) were selected for the current study. A pretest, posttest design was used, and the students of the experimental groups were taught according to feminist pedagogical approach whereas the students of the control groups were taught according to the traditional lecture method for a period of three months. The results of the pretest posttest of the experimental groups and the control groups were analyzed using t-test to measure the impact of the treatment. The students were also assigned reflective journals for the entire treatment period and at the end of the experiment, semi-structured interviews were conducted to further understand the impact of feminist pedagogical approach. Findings of the pretest posttest data and students' reflective journals and interviews show that the experimental groups performed better than the control groups, in terms of enhanced critical skills, increased collaboration, improved relationship with the teacher and increased respect for diverse perspectives. Henceforth, this paper argues that feminist pedagogical approach as an alternative instructional model can become an important means to develop critical skills of young learners and make them agents of positive social transformation. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Social Sciences & Humanities (1994-7046) is the property of Allama Iqbal Open University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Social Sciences & Humanities (1994-7046) holder: Allama Iqbal Open University dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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