Pedagogy for sustainable development: a feminist approach KATJA STUERZENHOFECKER Religions & Theology University of Manchester

Agenda Existing courses & emergence of ESD in HE ESD & Feminist Pedagogy Case study 'Religion, Culture & Gender' Learning, teaching & assessment strategy: 4 areas of focus 3 learning opportunities Conclusion Achievements & improvements

Holistic definition of Sustainable Development e.g. UNESCO 2005 ENVIRONMENT SOCIETY ECONOMY

ESD & feminist areas of focus Feminist Pedagogy Reflection on constructivist epistemology Knowledge & experience Analysis of anecdotal evidence Challenge hegemonic classroom structures ESD Pedagogy Nature of, production & validation of knowledge Learning for action & lifelong learning Real life problems as learning situations Empowerment of learner

References Feminist Pedagogy Diana L. Gustafson (1999) 'Embodied learning: the body as an epistemological site' in Maralee Mayberry and Ellen Cronan Rose (eds), Meeting the challenge: innovative feminist pedagogies in action, Routledge, New York, London, 249-274 Michelle Lelwica (1999) 'Liberating learning and deepening understanding: reflections on feminist pedagogy – as a student, as a teacher', Journal of Women and Religion 17, 79-85 Frances A. Maher and Mary Kay Thompson Tetreault (2001) The feminist classroom. Dynamics of gender, race and privilege, Rowman & Littlefield, Oxford

Reference ESD Pedagogy Gerald Dawe, Rolf Jucker, Stephen Martin (2005) 'Sustainable Development in Higher Education: Current Practice and Future Developments. A report to the Higher Education Academy www.heacademy.ac.uk/misc/sustdevinHEfinalre port.pdf

'Religion, Culture and Gender' Assessed Learning Opportunities Peer Learning: Enquiry-Based Learning: Knowledge-Construction: Reflection on Learning: Student-led Discussions Pamphlet Learning Journal & Reading Log; Exam Learning Journal & Reading Log; Self-Assessment of Student-led Discussion

Student-led Discussions Formatively self-assessed & lecturer feedback 3 tasks for small student groups Short presentation of a course reading Formulating of 3 questions for class discussion Facilitation of class discussion Pedagogical aim 1. Challenge hegemonic classroom structures - Empowerment of learners through 2. Production and validation of knowledge by peer learning

Student-led Discussions Achievements Voices of passive students finally heard as presenters with some positive surprises Student perception of the contribution to their learning and stimulation of own thinking mainly positive Student enjoyment as presenters and participants mainly high

Student-led Discussions Challenges Effective small group work Effective presentation of course reading Active participation in discussion Formulation of 'good' questions Effective facilitation of 'heated' debates Establishment of & adherence to 'ground rules' Role of the lecturer

Pamphlet Summatively assessed by lecturer Enquiry-based individual written task Design of an information source for professionals on a current issue of religion, culture and gender Discussion of common prejudices & assumptions Application of theory to a case study Compilation of a glossary & annotated bibliography Pedagogical aim 1. Empowerment of learner through their own choice of 2. Real life problem as learning situation

Pamphlet Achievements 'Jane': Student's Union LGBT officer's training Used the opportunity to close a knowledge gap in her work as LGBT officer. “This pamphlet then, is an attempt to explore what 'trans' means, look at some of the difficulties faced by trans students, the special welfare they need, what the union has in place to help trans students, and what religion actually has to say on being trans.”

Pamphlet Achievements 'Daniel': Personal transformation Used the opportunity to work through his experience of being a male Evangelical Christian. “This paper outlines the Church's complicity in male violence, both through its lack of action and through the theology that it teaches.”

Pamphlet Challenges Writing for information, not academic debate Provision of balanced information Prevent recycling of other coursework Standard assessment forms & task-specific criteria

Learning Journal Formatively assessed by lecturer with student response in week 3, and summatively assessed by lecturer Structured weekly record of learning and reflection on the learning process What have I learned from this week's topic? What is the impact of my background on my learning? How can I relate theory to anecdotal evidence? 'Before & After the Course' questionnaires Separate questionnaire 'Constructivist epistemology, objectivity & religion' Integration of readings, lectures, classroom discussions, personal experience, outside world (media etc.)

Learning Journal Pedagogical aims (covers all four aims) 1. Reflection on and practice of constructivist epistemology 2. Linking of knowledge and experience 3. Real life problems as learning situations 4. Challenging hegemonic classroom structures

Learning Journal Achievements Development of thought over the duration of the course High level of metacognitive/process awareness Connecting learning with (student's) lives Development of empathy for other perspectives Insight into students' thoughts as feedback to lecturer Challenges Keeping up with weekly entries (workload, organisation, absence) Integration of classroom discussions Reflection on impact of own background on learning Volume of paper copies (cost & marking time) Standard assessment forms & task-specific criteria

Achievement of pedagogical aims Reflection on and practice of constructivist epistemology Structured Learning Journal provides right prompts Linking knowledge and experience Develop Pamphlet to involve fieldwork? Real life problems as learning situations Pamphlet provides right format Stimulate more examples in classroom discussion? Challenge hegemonic classroom structures Peer learning not fully validated by students Develop open participatory validation mechanism?