Feminist classrooms have become scholarly spaces where instructors, committed to the principles and processes of feminism, are able to seek out and employ creative ways to engage with teaching and learning processes (Gardiner 411). These classrooms are designed to be responsive to students’ needs, experiences, and ways of being (Bryson and Bennet-Anylkwa 133; Hobbs and Rice, “Rethinking” 139), while also inviting instructors to “experiment with new, sometimes risky, pedagogi- cal approaches” (Mahar and Thompson Tetreault 2). Feminist pedagogues value, recognize, and encourage each student’s voice, and they view students as active participants in the learning process (hooks, qtd. in Donadey 83).

Pileggi, V., Holliday, J., de Santis, C., LaMarre, A., Jeffrey, N., Tetro, M., & Rice, C. (2015). Becoming scholars in an interdisciplinary, feminist learning context. Feminist Teacher, 26(1), 29–52. http://dx.doi.org/10.5406/femteacher.26.1.0029