Weyenberg D
School of Education, Department of Curriculum and Instruction, University of Wisconsin-Madison, Wisconsin, USA.
J Nurs Educ. 1998 Nov;37(8):345-53. doi: 10.3928/0148-4834-19981101-05.
This project was completed in response to articles that have appeared in nursing journals calling for feminist pedagogy. The object of inquiry is the current discourse of feminist pedagogy. In critiquing the discourse, Foucault's notion of "regime of truth" was used as a tool for analysis. It is the author's contention that feminist pedagogy, as currently constructed in nursing education, has likened Freire's notion of liberatory education with feminist scholarship. Feminist scholarship has taken a subordinate role to stories of classroom processes. Many so-called feminist strategies are, in reality, progressive educational strategies adorned with seductive language. Adopting a questioning stance, rather than merely proclaiming that "all is bliss" in the feminist classroom, would benefit all who are involved in the construction of feminist pedagogy. If nursing education is to seriously engage with feminist scholarship, as the author believes it must do, then it must not play a secondary role in feminist pedagogy.
