Placing the personal in pedagogy: engaged pedagogy in 'feminist' geographical teaching

Browne, K. (2005) Placing the personal in pedagogy: engaged pedagogy in 'feminist' geographical teaching Journal of Geography in Higher Education, 29 (3). pp. 339-354. ISSN 0309-8265

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Abstract

This paper attempts to unravel the complexities of including the personal in geographical teaching. Drawing on email responses from 10 academics and her reflective teaching diary, the author differentiates the "personal" as experiential and "personal" as private in these accounts of teaching practices, revealing the contingent (re)constitution of "geographical knowledge". In recognizing the negotiation of our positionalities, interactions with individuals and class groups, and broader academic settings (i.e. geographical discipline, university contexts and broader educational trends) the unquestioning employment of "the personal" is further problematized. The paper concludes by contending that rather than dismissing the personal in teaching contexts or reverting to (or even maintaining) traditional disempowering pedagogies, a more nuanced and contextualized pedagogical politics is necessary both within, and beyond, geographies.

Item Type: Journal article
Subjects: L000 Social Sciences > L700 Human and Social Geography
DOI (a stable link to the resource): 10.1080/03098260500290900
Faculties: Faculty of Science and Engineering > School of Environment and Technology > Society, Space and Environment
Depositing User: editor environment
Date Deposited: 09 Apr 2009
Last Modified: 02 May 2012 13:20
URI: http://eprints.brighton.ac.uk/id/eprint/5305

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