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Border pedagogy – using feminist theory to inform the design of learning ac...

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Frank Tate Room, Level 9, Melbourne Graduate School of Education

100 Leicester Street

University of Melbourne

Carlton, Victoria

Australia

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Youth Research Centre Seminar Series 2017

Professor Helen Cahill, Youth Research Centre, MGSE, University of Melbourne

Giroux argued that radical educators have largely failed to harness advances in social theory in ways that permit them to straddle the boundary between theory and pedagogical practice (Giroux, 1992). A quarter of a century has passed. The binary of theory-method remains a central challenge, both for researchers who continue to seek align research methods with poststructural and materialist theory (Coleman & Ringrose, 2013), and for educators seeking to design generative learning activities within violence prevention education. Whilst theory has evolved at a great rate in the last quarter century, the struggle take theory to practice remains a major epistemological challenge. It shows up for those with an interest in research methods, and for those with a commitment to creating transformative education programs. This paper discusses ways in which the author has drawn upon poststructuralist feminist theory to inform design of gender-based violence prevention programs, in particular Butler’s theory of the performativity of gender (Butler, 2004); Foucault’s concepts of power/knowledge, governmentality and technologies of the self (Foucault, 1988); and the concept of assemblage as posited by Deleuze and Guattari (Deleuze & Guattari, 1993). It explores ways in which pedagogy is “implicated in the construction of knowledge” (Giroux, 1992, p. 3). The discussion draws on examples from two open-access resilience and respectful relationships education programs developed by the author: Connect with Respect, developed for UNESCO Asia-Pacific region; and Resilience, Rights and Respectful Relationships program, developed for the Victorian Department of Education in Australia.

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Frank Tate Room, Level 9, Melbourne Graduate School of Education

100 Leicester Street

University of Melbourne

Carlton, Victoria

Australia

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