Abstract
The COVID-19 pandemic profoundly disrupted education, necessitating a reevaluation of teaching methodologies and priorities. This critical commentary offers feminist pedagogy as a framework for honoring students' pandemic educational experiences and creating liberatory learning environments. Feminist pedagogy, rooted in the vision of an inclusive and liberatory classroom, challenges normative ways of viewing the world and encourages engaged teaching and learning. My experience as the parent of a high school student with ADHD during the pandemic influenced my teaching practice as a college professor. Through this experience, I learned to treat students more equitably, incorporating new teaching strategies, embracing flexibility, and shifting to a student-centered classroom. This paper argues that feminist pedagogy offers a path to embrace diversity, honor student voices, and facilitate self-advocacy.
Recommended Citation
Anderson, LaKesha Ph.D.
(2024)
"An opportunity for growth: Co-constructing the liberatory classroom,"
Feminist Pedagogy: Vol. 5:
Iss.
2, Article 5.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol5/iss2/5
Included in
Critical and Cultural Studies Commons, Disability and Equity in Education Commons, Interpersonal and Small Group Communication Commons, Other Education Commons, Scholarship of Teaching and Learning Commons