Paper: Feminine Epistemology within Academy: An
Alternative Way of Pedagogical Practice
Abstract
The
present paper investigates role of women in the field of teaching that has been
undervalued and denigrated for a long time by educational ethos. Experience of
teaching and academic accomplishments of women are not recognized either in the
historical texts of education or in the philosophy of education. The
feminization of teaching provided a large number of professional opportunities
for women and women teachers applied their distinct ways of learning and
teaching to the profession effectively. However, it is supposed that the
feminized nature of teaching led to the gradual
decline in the social status of teaching mainly because it lacks role models
for the male students. The study attempts to analyse the traditional masculine style
of teaching that still persists and dominates contemporary pedagogical
practice. Accordingly, women teachers are coerced to adopt the traditional
patriarchal system of pedagogy, neglecting their unique qualities and abilities.
It is argued that ensuing patriarchal pattern not only distances women educators
from students but also affects the quality of teaching. It is argued that
feminine experience in the domestic sphere offers alternative ways of remodelling
the pedagogical practices, facilitating professional educators in developing
gender sensitivity, and sensitivity to different learning tendencies among
students.
Naznin is a Research Scholar, at the Department of Humanities and Social Sciences, Indian School of Mines, Dhanbad. Her research interests in Applied Ethics include Ethics of Care in Pedagogy and Educational Ethics, Philosophical Aspects of Education, Social and Cognitive Aspects of Education, Educational Psychology, Ethics in Teacher’s Education.
