Women’s proper place and student-centered pedagogy
- Doris Santoro Gómez
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Student-centered pedagogy has been embraced by many feminist practitioners and educational theorists as an antidote to more “traditional” or “masculinist” forms of classroom relations, epistemological constructs, and theories of self. I will show that the margin-center schema, student-centered pedagogy’s foundational metaphor, undermines feminist projects when applied to teacher-student relations. Although the margin-center schema has been a useful diagnostic tool in feminist theory, it operates prescriptively in student-centered pedagogy. Student-centered pedagogy designates teachers’ “proper place” at the margins of classroom life, a place that echoes bygone visions of domestic femininity. This paper is simultaneously a critique of student-centered pedagogy and a recuperative project to dislodge the work of John Dewey from the teacher-centered/student-centered binary.
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- Women’s proper place and student-centered pedagogy
Studies in Philosophy and Education
Volume 27, Issue 5 , pp 313-333
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Student-centered pedagogy
- John Dewey
- Progressive education
- Teachers & teaching
- Doris Santoro Gómez (1) (2)
- Author Affiliations
- 1. Education Department, Bowdoin College, 7400 College Station, Brunswick, ME, 04011, USA
- 2. 203 Coyle Street, Portland, ME, 04103, USA