Feminist Pedagogies

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Course TypeCourse CodeNo. Of Credits
Discipline ElectiveSES3012092

Semester and Year Offered: 1st/2nd Semester (Monsoon/Winter)

Course Team: Dr. Anandini Dar and Dr. Shivani Nag

Email of course coordinator:,

Pre-requisites: None

Course Objectives:

  • To introduce students to critically engage with theories and practices of feminist pedagogies in education.
  • To enable students to critically reflect on their roles as students and future teacher-educators/ educators/ researchers in shaping equitable, socially just, and transformative spaces for reflection, dialogue, and change.
  • to sensitise students to the significance of feminism, intersectionality and the role of identity politics in shaping the everyday socio-political and educational worlds they occupy.
  • to help students learn how to practice feminist pedagogies in context of classrooms and beyond.

Expected learning outcomes:

Students will be able to:

  1. Examine/review texts (fiction/nonfiction), educational policies, practices, films, etc., from a critical, feminist perspective.
  2. Critically write research papers on issues around educational theories, policies and practices that are informed by feminist pedagogies.
  3. Develop courses, materials and pedagogic strategies informed by feminist pedagogies.

Module 1: Unpacking feminist pedagogies and Identities

This module introduces students to the different epistemologies of feminist pedagogies, located in critical pedagogy, Ambedkar-Phule and Dalit studies, and indigenous studies, to name a few key philosophies. It also engages with the idea of intersectionalities - within which feminist pedagogies, particularly in the Indian context must be located. The various dimensions of intersectionalities include- caste, religion, ethnicity, language, class, age, abilities, sexual orientations and other identities. We will unpack these understandings of identities through reflective accounts, autobiographies, films, other works of literature and criticisms. Based on the research scholars interests, selection of some texts will be made over others from the below list (with sufficient necessary interventions made by instructors), demonstrating feminist pedagogies in practice. Some of the readings that are based on narratives (fiction and autobiographical) will also be tied to the assignment for unit 1.

  • Chaudhari, M. (2002). Learning through Teaching the Sociology of Gender. Indian Journal of Gender Studies, Vol. 9(2): 245-261.
  • hooks, bell (1994). Teaching to Transgress: Education as the practice of freedom. London: Routledge. Chapters 1 (Engaged Pedagogy), 4 (Paulo Freire), Chapters 6 (Holding my sister’s hand), 7 (Feminist Thinking) & 11 (Language).
  • Harstok, N.C.M. (1997). The feminist standpoint: developing the ground for a specifically feminist historical materialism. In Diana T. Meyers (Ed). Feminist Social Thought: A reader. Psychology Press. pp. 461-483.
  • Jackson, Sue (2010) Crossing Borders and Changing Pedagogies: From Giroux and Freire to feminist theories of education, Gender and Education, 9:4, 457-468.
  • Revathi, A., & Murali, N. (2016). A Life in Trans Activism. New Delhi: Zubaan
  • Rege, Sharmila (2010). Education as Trutiya Ratna: Towards Phule- Ambedkarite Feminist Pedagogic Practice. Economic and Political Weekly. Vol 45 (44/45), pp. 89-98.
  • Ghai, Anita (2002). Disabled Women: An excluded agenda of Indian feminism. Hypatia, Vol 17 No. 3, pp. 49-66.
  • Crenshaw, Kimberle (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review. Vol. 43(6), pp. 1241-1299.
  • Chakravarti, Uma (2017). The Burden of Caste: Scholarship, democratic movements and activism. In S. Anandhi & Karin Kapadia (Eds). Dalit Women: Vanguard of an Alternative Politics in India. London: Routledge, pp. 335-350.
  • Woolf, Virginia. (1929). A Room of One's Own. New York: Harcourt, Brace and Company.
  • Shafak, Eli (2011). Black Milk: On Writing, motherhood and harem within. Viking.
  • Morrison, Toni (1994). The Bluest Eye. New York: Plume Book.
  • Urmila, Pawar (2008). The weave of my life: A dalit woman's memoirs. Kolkata: Stree.
  • Bama (2005). Sangati (English translation by Lakshmi Holmström). Oxford University Press

Module 2: Teaching and Mentoring as a Feminist Praxis

The second module focuses on the praxis of feminist pedagogies by engaging with various forms of academic literature on teaching and mentoring and aims to unpack the dynamics of the everyday classroom spaces as a feminist, empathetic, and ethical sites. By bringing in accounts of teachers and other writings, this module highlights the nuances of feminist pedagogies as it is negotiated in teaching-learning processes. The students will be encouraged to unpack the significance of power, relationality, and voice as they reflect on themselves as future teachers and mentors.

  • Phadke, Shilpa (2015). Risking Feminism? Voices from the classroom. Economic and Political
  • Weekly, Vol. 50 (17), pp. 63-70.
  • Shah, Chayanika (2016). Feminist Activism in the Pedagogy and Practice of Science: An
  • interactionist approach. In Uma Chakravarti (Ed) Thinking Gender, Doing Gender: Feminist
  • Scholarship and Practice Today. New Delhi: Orient Blackswan. pp. 94-112.
  • hooks, bell (1994). Feminist Scholarship. Teaching to Transgress: Education as the practice of freedom. London: Routledge. Chapter 9.
  • Chakravarti, Uma (2016) (Ed). Section I: Feminist Pedagogies. In Uma Chakravarti (Ed) Thinking Gender, Doing Gender: Feminist Scholarship and Practice Today. New Delhi: Orient Blackswan.
  • Chakravarti, Paromita (2012). The ideology of literature: A gendered study of Bengali-language school textbooks in West Bengal. In Kavita Panjabi and Paromita Chakravarti (Eds). Changing Frames of Gender Politics in India. School of Women Studies, Jadavpur University, pp.109-130.
  • Kishimoto, Kyoto, and Mwangi, Mumbi (2009). Critiquing the Rhetoric of "Safety" in Feminist Pedagogy: Women of Color Offering an Account of Ourselves. Feminist Teacher, 19 (2), 87-102.
  • Wagh, A. C. (2018) “Sociology, feminism and mentoring: Contested sites of knowledge production and consumption.” In Chadha, G. & Joseph, M.T. (Eds). Re-imagining Sociology in India: Feminist Perspectives. New Delhi: Routledge.
  • Pujari, Leena (2018) “Transforming the sociology classroom: implementing a critical feminist pedagogy.” In Chadha, G. & Joseph, M.T. (Eds). Re-imagining Sociology in India: Feminist Perspectives. New Delhi: Routledge.
  • Sen, Rukmini (2017). Sexual Harassment and Limits of Speech. Economic and Political Weekly, Vol. 50 (52). Online:
  • Readings for units I and II (The readings have been organised together since some of the readings are common to both units)
  • Jaaware, Aniket (2018). Practicing Caste: On Touching and Not Touching. Commonalities Series. New York: Fordham University Press.
  • Nakata, Martin (2007). Disciplining the Savages, Savaging the Disciplines. Aboriginal Studies Press.
  • England, K. (1994). Getting personal: Reflexivity, positionality, and feminist research. Professional Geographer, 46(1), 80-89.
  • Sen, Rukmini (2014). Mapping Women’s Activism in India: Resistance, reforms and (re) creation. In Leela Fernandes (Ed). The Routledge Handbook of Gender in South Asia. Routledge
  • Freire, P. (1996). Pedagogy of the Oppressed. London: UK: Penguin Books. Chapter 2. pp. 52-67.
  • Freire, P. & Macedo, D. P. (1995) A Dialogue: Culture, Language and Race. Harvard Educational Review, Vol 65(3), pp. 377-402.
  • Rege, Sharmila (2006). Writing Caste/Writing Gender: Narrating dalit women’s testimonies. New Delhi: Zubaan.
  • John, M. E. (2008). Introduction. In Mary E. John (Ed). Women Studies in India: A Reader. Penguin. pp. 1-22.
  • hooks, bell. (2003). Teaching Community: A Pedagogy of Hope. NY: Routledge.
  • Rege, Sharmila (1995). “Feminist Pedagogy and Sociology for Emancipation in India.” Sociological Bulletin, 42 (2), pp. 223-239. Accessible at:
  • Chatterjee, P. (1993). Women and the nation: The trouble with their voices. The Nation and Its Fragments – Colonial and Postcolonial Histories. Princeton University Press, pp. 309-31.
  • Bhog, Dipta. (2002). Gender and Curriculum. Economic and Political Weekly. 37. 1638-1642. 10.2307/4412041.
  • Panjabi, K. & Chakravarti, P. (2012) (Ed). Women Contesting Culture: Changing features of gender politics in India. Jadavpur: School of Women Studies.
  • Sinha M. (1996). Gender in the Critiques of Colonialism and Nationalism: Locating the Indian Woman. Feminism and History. Oxford University Press, 477-504
  • Crabtree et al, (2009) Feminist Pedagogy: Looking Back to Move Forward. Johns Hopkins University Press.
  • Zembylas, Michalinos. (2018). “Reinventing Critical Pedagogy as Decolonizing Pedagogy: The Education of Empathy.” Pedagogy of the Oppressed: 50 Years, special issue of Review of Education, Pedagogy, and Cultural Studies, edited by Peter Pericles Trifonas, Vol. 40(5), pp. 404–21.
  • Narayan, Uma (1997). Dislocating Cultures: Identities, traditions, and third world feminism. NY: Routledge. Chapter 3: Cross-Cultural Connections, Border-Crossings, and “Death by Culture”. pp. 105-118.
  • Wickramasinghe, Maithree (2014). Feminist Research Methodology: Making Meaning of Meaning-Making. Zubaan Publication.

Online resources:

  • A Guide to Feminist Pedagogy:
  • Feminism and Intersectionality:


  • Assessment I- A short critical reflective paper on intersectionality and the influence of any one philosophy/ perspective studied in Unit 1 on feminist pedagogies (40%)
  • Assessment II: Developing a course blueprint/instructional design in the scholars area of research, where they bring out how the same is informed by feminist pedagogies (40%)
  • Assessment III: Participation & Attendance (20%)