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The Liberating Relevance of Feminist Pedagogy

Renee Sandell
Studies in Art Education
Vol. 32, No. 3 (Spring, 1991), pp. 178-187
DOI: 10.2307/1320688
Stable URL: http://www.jstor.org/stable/1320688
Page Count: 10
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
The Liberating Relevance of Feminist Pedagogy
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Abstract

Basic feminist principles applied to education have resulted in new theories of feminist pedagogy and the development of alternative teaching models. Feminist pedagogy addresses the need for social change and focuses on educating the oppressed through strategies for empowering the self, building community, and ultimately developing leadership. In so far as art has low value in school and society, art teachers, art students, and the discipline of art itself are in need of empowering strategies offered by feminist pedagogy. On the premise that feminism can ameliorate the marginal statuses of women, art, and education, this paper explores feminist pedagogy's liberating relevance to the theory and practice of contemporary art education.

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