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Jesuit and Feminist EducationIntersections in Teaching and Learning for the Twenty-first Century$
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Jocelyn M. Boryczka, Elizabeth A. Petrino, Jeffrey P. von Arx, and Charles L. Currie

Print publication date: 2012

Print ISBN-13: 9780823233311

Published to Fordham Scholarship Online: May 2012

DOI: 10.5422/fordham/9780823233311.001.0001

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PRINTED FROM FORDHAM SCHOLARSHIP ONLINE (www.fordham.universitypressscholarship.com). (c) Copyright Fordham University Press, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in FSO for personal use.date: 04 July 2022

Feminist Pedagogy, the Ignatian Paradigm, and Service-Learning: Distinctive Roots, Common Objectives, and Intriguing Challenges

Feminist Pedagogy, the Ignatian Paradigm, and Service-Learning: Distinctive Roots, Common Objectives, and Intriguing Challenges

Chapter:
(p.99) 6 Feminist Pedagogy, the Ignatian Paradigm, and Service-Learning: Distinctive Roots, Common Objectives, and Intriguing Challenges
Source:
Jesuit and Feminist Education
Author(s):

Robbin D. Crabtree

Joseph A. Defeo

Melissa M. Quan

Publisher:
Fordham University Press
DOI:10.5422/fordham/9780823233311.003.0007

Many alternative or “liberatory” pedagogies share common or related philosophical roots and have evolved through decades (and in some cases centuries) of debate about the role of education in society, the appropriate curriculum, the ideal nature of classroom interaction, effective relationships among teachers and students, and the desired outcomes of education in a multicultural democracy. Three such pedagogies are explored in three usually divergent literatures: feminist pedagogy, Ignatian pedagogy, and service-learning pedagogy. This chapter brings these literatures together in an exploration of the commonalities among the three pedagogical traditions, in which their historical and philosophical roots are discussed, some shared assumptions about teaching and learning are identified, and the objectives of each for the production of individual and social transformation are described. It also explores some of the divergences among them, using each perspective as a critical lens and analytical tool with which to examine and challenge the others. It provides specific teaching experiences that illustrate both the strengths and shortcomings of each approach-in-action in order to demonstrate how an inter-articulation of the three approaches to teaching—each with its own social history, philosophy, and set of practices—can inform institutions, teachers, and students they work together to create meaningful pedagogies that are truly transformative.

Keywords:   teaching, feminist pedagogy, Ignatian pedagogy, service-learning pedagogy

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