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

2. 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

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

4. 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

5. 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,
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

6. 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
port.pdf

7. '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

8. 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

9. 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

10. 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

11. 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

12. 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.”

13. 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.”

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

15. 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.)

16. 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

17. 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

18. 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?