Emancipatory education and classroom practice: a feminist post‐structuralist perspective

Abstract

This paper draws on feminist post‐structuralist analysis of critical pedagogy as a reference for critically reviewing pedagogical practices. In particular I discuss the dilemmas that arise inengaging with the strategies of critical pedagogy. I argue that a feminist post‐structuralist analysis opens up possibilities for recognising that, at all moments in the teaching/learning context, different discourses are competing for meaning and place and practices need to be cognisant of this. Such an approach can expand our knowledge and understandings of the dynamics of the learning context opening up emancipatory possibilities for engaging with the relations of power in the classroom and making space for different and more complex voices and positions.