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Feminist theory in composition studies


In composition studies, feminism’s goal is to foster a nurturing classroom that focuses on much positive, constructive feedback on writing. An instructor with a feminist pedagogy is unlikely to favor or focus on an androcentric direction of teaching nor will they give any sort of critique on the androcentric viewpoint. A feminist approach in composition “would focus on questions of difference and dominance in written language”.

In the 1960s, the second wave of feminism began and one major goal was to raise society’s consciousness of the struggles of women. The goals of feminists were largely carried out in university classrooms. Specifically, in the composition classroom, some claimed that the way writing was taught largely favored male writers. Female writers, struggling to strive, felt as if they were not intellectuals (Howe). The task at hand then was to learn how to teach composition to women. Some claimed that women implicitly write differently than men, and that men tended to write in the dominant, most oft taught style.

Mary P. Hiatt argues that the terms “masculine” and “feminine” are applied to styles of writing–that of men and women, respectively–but, instead of describing the style, what is actually described is the male views on both men and women. Her examples include “strong,” “rational,” and “logical” for men, and “emotional,” “hysterical,” and “silly” for women. Thus, the aim of feminism in composition studies was to create a classroom in which women perceived themselves intellectually and in which their voices were relevant in what some feminists perceive to be an androcentric world.

Elizabeth Flynn writes that feminist theory “emphasize[s] that males and females differ in their developmental processes and in their interactions with others”. Thus, a feminist instructor will take into account the implicit differences between male and female writers and teach appropriately, without favoring or focusing on androcentric or gynocentric studies. Feminist pedagogy involves reading texts written by women, and taking care to understand those texts are not simply appropriations of texts written by men, without any sort of critique of androcentrism.

Focus is also placed upon the reading and reviewing of student-created texts. Feminist instructors try to create a supportive classroom environment and validate student’s experiences.Susan Jarratt mentions a feminist pedagogy that advocates women writing about “personal experiences after reading women’s autobiography, history, and fiction”.


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