标记性别研究:创造性批判性评估的(根本)价值

IF 2.5 Q1 Social Sciences
Miriam Kent
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引用次数: 1

摘要

摘要女性主义教育学已经确立了在课程内容和教学实践方面质疑权力结构的必要性。然而,学生评估的主题带来了困难:这是一种根据既定的制度化标准评估和量化学生表现的方法,这些标准重视特定形式的霸权知识。以下文章介绍了英国一所大学在2017/18和2018/19学年秋季学期教授的性别研究模块中对评估的自我反思探索。该模块是该机构性别研究硕士学位的核心组成部分。这是一个令人兴奋的机会,可以尝试与女权主义教育学相对应的评估风格,以帮助发展学生和教师的学科范围,并探索创造性批判性评估方法的根本潜力。本文从女性主义的角度概述了采用替代学习和教学模式的一些挑战,并提出了一些应对策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Marking gender studies: the (Radical) value of creative-critical assessment
ABSTRACT Feminist pedagogies have established the need to query power structures in terms of curriculum content and teaching praxis. However, the topic of student assessment poses difficulties: it is a means through which students’ performance is evaluated and quantified according to set institutionalised criteria that values particular forms of hegemonic knowledge. The following article presents a self-reflexive exploration of assessment within a Gender Studies module taught in the Autumn semesters of the 2017/18 and 2018/19 academic years at a UK university. The module was a core component of the institution’s MA in Gender Studies. This was an exciting opportunity to experiment with assessment styles corresponding to feminist pedagogies to help develop students’ and instructors’ disciplinary scope and explore the radical potential for creative-critical approaches to assessment. This article outlines some the challenges of employing alternative modes of learning and teaching from a feminist perspective and suggests some strategies to address these.
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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