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- W4254363732 abstract "A central tenet of feminist pedagogies is to engage students in dialogue, rather than a teacher-centered lecturing method that is commonly used in college classrooms (Chow et al. 2003, Friere 1970, hooks 1994). This possibility is complicated by faculty's charge to impart a particular body of discipline-specific knowledge for each class taught. How can faculty impart this knowledge in such a way as to incite dialogue rather than perpetuate monologue? How shall faculty attempt to get students interested in a subject (and maintain their own excitement for the material) when we have no idea where each student's personal connection with the material lies? In this article, I outline two student-centered pedagogical methods—lecturing with questions and student-centered assignments—in which the goal is to incite students and faculty to full engagement and to think reflexively throughout the classroom experience." @default.
- W4254363732 created "2022-05-12" @default.
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- W4254363732 date "2009-01-01" @default.
- W4254363732 modified "2023-10-16" @default.
- W4254363732 title "Full-Contact Pedagogy: Lecturing with Questions and Student-Centered Assignments as Methods for Inciting Self-Reflexivity for Faculty and Students" @default.
- W4254363732 doi "https://doi.org/10.1353/ftr.0.0037" @default.
- W4254363732 hasPublicationYear "2009" @default.
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