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The (un)invited guest? Feminist pedagogy and guest lecturing

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Henderson, Emily F. (2019) The (un)invited guest? Feminist pedagogy and guest lecturing. Teaching in Higher Education, 24 (1). pp. 115-120. doi:10.1080/13562517.2018.1527766

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Official URL: https://doi.org/10.1080/13562517.2018.1527766

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Abstract

Teaching a one-off session on a colleague’s course is a commonplace occurrence in higher education teaching practice, but it is not an area that has received sufficient attention in pedagogical literature. This article focuses on the scenario where a feminist teacher is invited to give a guest lecture, but is not sure if working with feminist pedagogy will be welcome. Guest lecture pedagogy is outlined: (i) guest lectures are always and yet never a one-off, because they are always embedded in wider teaching practice (ii) guest lecture pedagogy is both a struggle between time and pedagogical principles and an opportunity to break with convention. The challenges and risks of implementing feminist pedagogy in a guest lecture are considered; ultimately the article argues that a feminist teacher cannot simply ‘lay aside’ feminist pedagogy for a guest lecture, but that some compromises will be necessary in adapting practice for this type of teaching.

Item Type: Journal Article
Subjects: H Social Sciences > HQ The family. Marriage. Woman
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Social Sciences > Centre for Education Studies (2013- )
Library of Congress Subject Headings (LCSH): Feminists, Lecturers, Education, Higher
Journal or Publication Title: Teaching in Higher Education
Publisher: Routledge
ISSN: 1356-2517
Official Date: 2 January 2019
Dates:
DateEvent
2 January 2019Published
6 October 2018Available
20 August 2018Accepted
Date of first compliant deposit: 31 August 2018
Volume: 24
Number: 1
Page Range: pp. 115-120
DOI: 10.1080/13562517.2018.1527766
Status: Peer Reviewed
Publication Status: Published
Publisher Statement: “This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 6/10/2018, available online: http://www.tandfonline.com/10.1080/13562517.2018.1527766
Access rights to Published version: Restricted or Subscription Access

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