Abstract
This abstract highlights the need for research and information on teaching approaches specifically tailored to the instruction of graduate students. While extensive research exists for undergraduate pedagogy, the nuances and differences in a graduate classroom require specialized attention. This special issue aims to provide a platform for exploring effective teaching methods and best practices that incorporate feminist epistemologies, including intersectionality, critical pedagogies, decolonial methods, and liberatory practices. By addressing the unique challenges and opportunities in graduate education, this issue aims to improve the quality of instruction and pedagogical practices for graduate students. The goal is to create an inclusive, equitable, and diverse learning environment that recognizes and addresses power dynamics while ensuring that feminist pedagogy training is applicable and impactful in a graduate setting.
Recommended Citation
Harvey, Penny Dr and Wolfe, Atticus
(2024)
"Introduction to the Special Issue: Feminist Approaches to Graduate Level Instruction and Mentorship,"
Feminist Pedagogy: Vol. 4:
Iss.
4, Article 1.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss4/1