ABSTRACT
This chapter focuses on the diverse practices of and perspectives on feminist geography teaching to argue that what we teach and how we teach are dependent on where we teach. It introduces the main content of feminist geography teaching in terms of concepts and methodology. It then discusses aspects of feminist pedagogy: non-hierarchical pedagogies, safe classrooms, homogeneous versus heterogeneous classrooms, fieldwork and separation versus integration strategies.
The final part highlights the importance of context and deals with differences in feminist geography teaching between countries, especially between Anglophone and non-Anglophone countries, between universities and between faculties and (monodisciplinary and interdisciplinary) programmes.
