Using ‘cascading pedagogy’ to develop critical consciousness and transferable skills

Belliappa, Jyothsna Latha (2018) Using ‘cascading pedagogy’ to develop critical consciousness and transferable skills. In: Higher education and professional ethics: Roles and responsibilities of teachers. Routledge India, London, pp. 243-262. ISBN 9781351173803

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Abstract

In this chapter, I reflect on my own experience of teaching Gender and Education, an elective course in our MA programme, to discuss how teachers might reconcile their responsibility for developing the critical consciousness of students along with their responsibility for enhancing transferable skills. Within this course, which employs a feminist pedagogical approach, students created and conducted workshops on a variety of subjects under the broad umbrella of gender equity. This was a graded assignment which enabled them to not only develop a critical consciousness and cultivate transferable skills but also cascade their learning from the Gender Studies classroom to a wider audience within and outside the university. Through a reflection of my own teaching processes and of students’ work, I argue in favour of a feminist approach to pedagogy to enable teachers to reconcile seemingly contradictory responsibilities within higher education. Authorship of this chapter recognizes the significant contribution of students to the reflections contained herein.

Item Type:	Book Section
Authors:	Belliappa, Jyothsna Latha
Editors:	Editors Email ORCID Sethy, Satya Sundar UNSPECIFIED UNSPECIFIED
Document Language:	Language English
Subjects:	Social sciences > Sociology & anthropology > Culture & institutions Social sciences > Education > Curricula > Curriculum development Social sciences > Education > Higher education
Divisions:	Azim Premji University - Bengaluru > School of Development
Full Text Status:	None
URI:	http://publications.azimpremjiuniversity.edu.in/id/eprint/7243
Publisher URL:	https://doi.org/10.4324/9781351173803

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