Feminist Pedagogy from Pre-Access to Post-Truth: A Genealogical Literature Review
Bibliographic record
Abstract
This paper traces the development of feminist pedagogy from its origin as a revolution to the male-dominated postsecondary curriculums of the 1960s to its current forms as a classroom and community pedagogy that intentionally troubles, politicizes, and transforms educational experiences. The present paper is a literature review of feminist pedagogy that follows the genealogical method, which is the examination of the genealogy of a particular theory or research focus and traces the earliest framing and articulation of that scholarly topic through several generations of the development of scholarly topic to the present. While feminist pedagogy originated as a method of teaching about feminist issues, it has become a distinct pedagogy that has been adapted in various educational settings; what remains is the conscious consideration of the methods, styles, and strategies of feminist pedagogy. Along with discussing scholarship on the women’s movement and other social and cultural phenomena that shaped feminist theory and practice, I synthesize articles and books on feminist pedagogy. Considering its history, I discuss the contemporary state of feminist pedagogy. I conclude that feminist pedagogy in its current form is implicated in a complex political climate that simultaneously calls for and threatens it.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.004 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.017 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".