Feminist pedagogy aims to liberate oppressed women’s voices and to change the world. For this purpose, it establishes an organic relationship between the classroom and the outer world as well as between pedagogy and social change. This is more than raising students’ awareness on gender equality; thus it is a ‘political standpoint’. Another important characteristic of feminist pedagogy is that its practices and aims are not a ‘handy set of instructional techniques’ to be applied in the same way in every classroom. Since feminist pedagogy is context-dependent, ecology of feminist classroom and relationship between teacher and student, in short, practicality of feminist pedagogy shapes at intersection points of various effects. Because of this feature, feminist pedagogy is diversified and enriched. In this essay I will argue how my experiences reflected on the shaping of a class on ‘Gender Equality’ which I have lectured in the various departments of the Faculty of Education and at the department of Sociology since 2015 at a provincial taşra university. Thus, I will try to search possibility and limitedness of feminist pedagogy by considering the organic relationship between feminist pedagogy and the place in which the teaching is occuring.
Course of gender equality, provincial university, feminist pedagogy, feminist classroom, feminism