Feminist Pedagogy

Embeddedness Discourses comprise perspectives on learning that refuse separations of self from other and individual from collective. Perceived boundaries among persons and peoples are understood as heuristic conveniences, as collective phenomena are recognized to unfold from and to be enfolded in individual phenomena. Phrased differently, collective forms are understood as learning bodies.

Embodiment Discourses comprise perspectives on learning that refuse a separation of mental and physical. Mental and physical are understood as integrated and inseparable aspects of the body. Phrased differently, the body is not seen as something that a learner learns through, but as the learner. Correspondingly, behaviors are not seen as goals or indications of learning, but as integral elements of learning.

Socio-Cultural Theory begins with the assertion that what is learnable begins as externalized possibilities, which learners gradually internalize through imitation of others, rehearsal with others, and other modes of participation in culturally relevant activities. Social interaction is thus stressed as prior and fundamental to cognition; consciousness and cognition are the products of socialization.

Proponents of Critical Pedagogy see formal education as inherently political – meaning that teaching and learning cannot be dissociated from issues of social justice. The overarching aim of Critical Pedagogy is the development of a “critical consciousness” – that is, awareness of the often-invisible connections between oppressions and the social, political, and cultural conditions that surround those oppressions.