ABSTRACT
This chapter provides an analysis of feminist pedagogy, feminist sport psychology and strategies for creating open, constructive, and reciprocal learning environments challenging traditionally White dominant, patriarchal teaching dynamics. It discusses the necessity of working from the inside out in terms of reflexive praxis and redefining one’s role as ‘teacher’ and ‘learner’. Through reflections, the chapter offers tools for sport psychology educators to be reflective and responsive to the intersectional identities of students. It illustrates that teaching from the humanist self is a way of being rather than a pedagogical practice; the educator must embrace the emotional labor necessary to make space for every voice not only in one’s classroom but in all realms of life. Feminist pedagogy means creating a space where no one is marginalized. To do this, one must be aware of their biases, areas of ignorance, and growth. Feminist pedagogy offers a critical, political form of teaching that disrupts traditional instructional modalities and centers diverse human experience.
