(p. 39-52) Klein, S. Ortman, P. and Friedman, B. What is the field of gender equity in education. Koch, J. and Irby, B. (2002) Defining and redefining gender equity in education. (pp.
Self Esteem Theory and Management: A critical review Thirdspace: A journal of feminist theory and culture, 3(1) as cited by journals.sfu.ca/thirdspace/index.php/journal/article/viewarticle/kohler-flynn/164 Guskey, T.R and Passaro, P.D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627-643, as cited by http://ec.europa.eu/education/schooleducation/doc/talis/chapter2_en.pdf Kantamma (1990). Comparative Study of Muslim Women's Education in the Context of employment, access to media, marital status, family planning and political participation - Case Study of Azamgarh District.
"The Historiography of Gender and Progressive Education in the United States." Paedagogica Historica 42.1/2 (2006): 161-176. Academic Search Premier. EBSCO. Web.
Lockheed, Marlaine. (1998) International Perspectives on Affirmative Action in the 1990s Educational Researcher, Vol. 27, No. 9, 6-7. Loeb, Jane W, Marianne A. Ferber & Helen M. Lowry.
"Gender 'matters' in the primary classroom: pupils' and teachers' perspectives." British Educational Research Journal 35, no. 2: 187-204. Academic Search Premier. doi:10.1080/01411920802041905 Tatum, Holly E., Beth M. Schwartz, Peggy A. Schimmoeller, and Nicole Perry.
It aims to identify various intelligences, the different ways of knowing, and to give a say to the silent voices (DeVault, 1996). Feminist methodologies have opened society’s eyes to a new and innovative way of carrying out research, and have influenced other fields and the way research is formulated. It has also challenged societal norms by questioning patriarchy and traditional notions. Feminist methodologies are not a dominant research approach (Kirkman, 2011). A lack of orthodoxy means there is no single definition of feminism; therefore there is no one objective method in carrying out social research (Kirkman, 2011).
San Francisco: Jossey-Bass, 1993a. Tisdell, E. "Interlocking Systems of Power, Privilege, and Oppression in Adult Higher Education Classes." Adult Education Quarterly 43, no. 4 (Summer 1993b): 203-226. Tisdell, E. Creating Inclusive Adult Learning Environments: Insights from Multicultural Education and Feminist Pedagogy.
ìEngaged Pedagogy.îTeaching to Transgress.New York: Routledge, 1994.13-22. Toward A Revolutionary Feminist Pedagogy.îTalking Back: Thinking Feminist, Thinking Black.Boston: South End Press, 1989.49-54. Maher, Frances A.ìProgressive Education and Feminist Pedagogies: Issues in Gender, Power, and Authority.îTeachers College Record 101.1 (Fall 1999): 35-39. Orner, Mimi.ìInterrupting the Calls for Student Voice in ëLiberatoryí Education: A Feminist Poststructuralist Perspective.îFeminisms and Critical Pedagogy.Eds. Jennifer Gore and Carmen Luke.New York: Routledge, 1992.74-89.
Heidi Armbruster (2000) Feminist Theories and Anthropology, Available at http://www.polylog.org/lit/1.2/re2-en.htm, Accessed 10/05/03 Rayna Reiter (ed.) (1975): Toward an Anthropology of Women. New York: Monthly Review Press. Michelle Z. Rosaldo / L. Lamphere (1974): Woman, Culture, and Society. Stanford: Stanford University Press.