As with Anti-Racist Pedagogy, the pursuit of a Feminist Pedagogical framework will allow for us at LUC to better live up to our Jesuit values, especially cura personalis. Additionally, there is also a practical need as women make up the majority of Loyola’s student body, especially among the upper class and graduate sectors. Not implementing the said framework would be a disservice to most of Loyola’s students. Finally, due to the intersectional nature of Feminist Pedagogy, it can very easily be applied alongside Anti-Racist and LGBTQ+ pedagogy, they can essentially be made to reinforce each other.

• Feminist Pedagogy is a framework that seeks to reclaim women’s voices, experiences, perspectives, feelings, and ideas within in the context of educational setting, which is important in society and culture that has traditionally silenced the voices of women and invalidated their lived experiences (Accardi, 25).
• Feminist Pedagogy inherently addresses the intersection of sexism and misogyny with racism, homophobia, and classism. As such, elements such black feminist pedagogy, LGBT+ feminist pedagogy, and feminist pedagogy conducted regarding class are essential for a feminist pedagogical framework to reach its whole scope.
• Self-analysis and criticism are essential to the continual implementation of a feminist pedagogy, just like with Anti-racist Pedagogy.

Texts/Manuscripts/Articles/Journals

• Feminist pedagogy: Identifying basic principles.
  • A comprehensive review of multidisciplinary literature revealed six principles of feminist pedagogy: reformation of the relationship between professor and student, empowerment, building community, privileging voice, respecting the diversity of personal experience, and challenging traditional pedagogical notions.
• Feminist Pedagogy for Library Instruction
  
  • One of the first works to attempt to explicitly define feminist pedagogy. Provides a possible outline of what it is and its basic principles through defining both feminism and pedagogy individually before combining them together and bringing them into conversation with “library instruction theory and practice,” (Accardi, 6). Finally, the book emphasizes the importance of self-criticism and assessment regarding maintaining a model of feminist pedagogy.
• Valuing Us All: Feminist Pedagogy and Economics
  
  • A basic knowledge of economics is critical for making informed decisions in today's world. By offering courses and materials that are more relevant to our students' lives and encouraging more active participation in the discovery of economic concepts and theories, we promote the development of informed citizens. This volume collects pioneering work on the integration of feminist pedagogy in economics. Part 1 introduces a vision of feminist pedagogy, explains the importance of developing feminist pedagogy in economics, and proposes a model for achieving feminist pedagogy in economics that suggests changes in both course content and teaching methods. Part 2 reveals how current course content is narrowly defined and demonstrates how content can be altered to be more inclusive. Included are an analysis of current textbook treatments and examples of broadening discussions of labor supply models, U.S. poverty, and stereotyping, as well as general overviews of macro- and microeconomic courses. Part 3 reports on current disparities in economics education by gender and provides alternative teaching strategies for correcting this problem, including the service learning, peer review, e-mail discussion lists, case studies, internships, and collaborative learning. The contributors incorporate their vision of a new pedagogy with important economic concepts emphasizing equity as well as efficiency, cooperation as well as competition, and inter-dependence as well as independence. The volume will be a valuable resource for college faculty teaching economics in the United States, as well as to those teaching in related disciplines who want to design exercises that promote a more inclusive classroom environment through changes in both content and teaching methods.
• Academic Spaces of Possibility? A Proleptic Dialogue with Black Feminism at the Center
  
  • This critical commentary engages our experiences as co-educators in a “Black Feminist Thought and Expression” (BFTE) course, first-of-its-kind at our predominantly white institution in the U.S. We imagine and provoke redefinitions of “classrooms” and “students” toward the liberatory dialogic learning bell hooks continues to inspire. We reflect on the potentials and perils of BFTE as pedagogical moves toward 1) becoming learners repeatedly and 2) creating multiple different learning spaces, not confined to the physical classroom or to texts-as-usual. By bringing our beings together in both this essay and in BFTE, we re-member the dialogic pedagogy of love-as-action hooks advocated for: involving the complexities of our unique positionalities, their impacts, and our shared commitments to each other and to learning rooted in both the intimate wisdom of the personal and in critical analysis of the social. As co-authors, we identify with divergent academic fields, genders, races, ages, nationalities, and institutional roles. Engaging our differences and coming together, we sought to “change our teaching practices, talk to one another, collaborate in a discussion that crosses boundaries and creates a space for intervention" (hooks, 1994, p. 141) to center Black Feminism as knowledge, transformation, joy, and care.
• Critical Theory for Critical Work Feminist Approaches to Instructional Design
  
  • Feminist pedagogy and values already make up essential parts of our instructional design (ID) practice. Still, feminist approaches in instructional design remain implicit at best, and instructional designers are often disconnected from broader theoretical discussions within the fields of education and design. This chapter introduces those new to formal feminist theories and a bridge from critical theory to ID practice. This chapter describes four concepts based on broad feminist theories that support instructional designers’ practice and role as change agents. Based on these concepts, I offer principles to support feminist approaches to instructional design.
• Podcasting as Feminist Pedagogy: An Intersectional Approach
  
  • Podcasts have the potential to bridge a gap between education, the availability of information and which voices are highlighted in media. In this article I talk about the experience of building a feminist-based podcast for my students called Most Popular. The podcast was founded using the theoretical concepts of Paulo Freire, bell hooks and the principles behind feminist standpoint theory and public scholarship, giving undergraduates the opportunity to experience guest lectures from a more feminist lens. This combination of approaches demonstrates the ways podcasts can remove the limits familiar to including diverse guests in a classroom, particularly if the barriers are regional or financial. I combine these foundations with a discussion of the logistics behind starting a podcast for undergraduates.
• Towards an inclusive, critical Feminist Pedagogy
  
  • For as long as I have been involved in adult education, this has overlapped with a commitment to feminism; in fact, my first paid job in adult education (after ten years working as a nurse) was to set up a consciousness-raising women’s group in North Dublin in the 1990s. This was one of hundreds of women’s group that emerged across the Island of Ireland from the 1970s onwards. Bríd Connolly (2001, p, 1) described these as spaces for “women to see themselves as active participants in Irish society, women who might otherwise, through socialization, perceive themselves as operating within the private sphere only”. Women’s participation in Irish society had been severely curtailed up to this time, in the main by a deeply sexist, church-state coalition that culturally and legally carved out a post-colonial ‘Irishness’ where the ideal for a woman was to be married, a homemaker and largely silent (Fitzsimons and Kennedy, 2021).
• Gender, Feminist Pedagogy, and Economics Education
  
  • There is a long history of gender and identity more broadly being underexamined in economics, from narrow theories of discrimination that miss structural inequities to national accounts that define gendered unpaid care work as unproductive (Chelwa, Hamilton, and Stewart Citation2022; Folbre Citation2009). 

• University of Wisconsin La Crosse – Feminist Pedgogies
  • A primary goal of feminist pedagogy is to empower students for the purpose of improving people's lives and achieving social justice in systems and institutions.
• University of Pittsburg – Introduction to Feminist Pedagogy
  • Although feminist pedagogy resists tidy definitions, there are several key overlapping tenets that distinguish this teaching approach from others:
    • Knowledge Co-Creation
    • Community
    • Empowerment
    • Voice/experience
    • Reflection
  • Columbia University - Interactive Resource: Feminist Pedagogy
    • Feminist pedagogy refers to organizing principles for teaching and learning that are based in feminist thinking, motivations, and values. Accordingly, it recognizes that knowledge making happens in socially and politically inflected ways. As a pedagogical philosophy, it affects course organization; classroom activities and learning modalities; and interactions between the instructor and students; and student interactions.
  • University of Connecticut - Three Insights from Feminist Pedagogy
    • Three Insights from Feminist Pedagogy
      • Centering relationships in the classroom
      • Recognizing the social change dimensions our courses
      • Empowering learners to recognize their potential
    • University of North Carolina at Charlotte – Critical Theory Pedagogies Guide
      • Four Main Components of Putting Feminist Pedagogy into Action:
        • Empowering Students
        • Community-Building
        • Instruction Design
        • Classroom Environment