ABSTRACT
Feminists engaged in academic work acknowledge that scholarship and teaching are political acts, and that feminist scholarship and teaching can, and should challenge the multiplicity of ways in which women are oppressed. This chapter begins to investigate the possibilities of feminist pedagogy and developed ideas through reading, through working out strategies and trying them in class, by getting feedback from students. It convinces that collective reflection on individual experience has value in political organizations, research seminars, and classrooms. In order for non-traditional methods to be part of feminist pedagogy, the teacher must at least explain why she is departing from the expected format, and listen to student responses during and at the end of the module. It is possible, however, to be immensely innovative in teaching and assessment methods, and yet have no desire to reduce the power inbalance between lecturer and student. Many students suffer financial hardship and the fear of unemployment after graduation.
