Abstract
This critical commentary explores the tensions of embodying feminist pedagogy as both researcher and teacher. Drawing on the success of Feminist Participatory Action Research (FPAR) in redesigning women's shelter intake procedures, I argue for integrating service-learning into the classroom. However, the effectiveness of both PAR and service-learning hinges on a strong foundation in feminist methodologies that prioritize equity, justice, and community care (Bowdon, Pigg, & Mansfield, 2014; Johnson & Flynn, 2021; Vergés Bosch, Freude, & Camps Calvet, 2021). Acknowledging past critiques of these approaches when lacking a feminist lens (Langhout & Gordon, 2021), I call for researchers and teachers to learn from these shortcomings to develop best practices that empower both researchers and students to enact meaningful social change.
Recommended Citation
Fletcher, Megan A.
(2025)
"Feminist Participatory Action Research and Service-Learning in the New Feminist Frontier,"
Feminist Pedagogy: Vol. 6:
Iss.
1, Article 10.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol6/iss1/10