Feminist pedagogy is a theory about the teaching/learning process that guides our choice of classroom practices by providing criteria to evaluate specific educational strategies and techniques in terms of the desired course goals or outcomes. These evaluative criteria include the extent to which a community of learners is empowered to act responsibly toward one another and the subject matter an...

A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Educat...

In an attempt to create truly flexible Higher Education courses that can effectively recruit from the wider market, whilst still reducing the demands placed upon academic staff we have stumbled across Mode Neutral a pedagogical method to consider for the development and unification of face-to-face, online, and blended courses. Mode Neutral is a method that allows students to progress across mod...

Early interest in e-learning focused around the possibility of large-scale courses. This led to pronouncements of the demise of the educator, which were based on an infinite lecture hall pedagogy. However, cost-effective models of large-scale e-learning have proven difficult to implement. This paper examines some of the initial reaction to the notion of large-scale courses and sets out the cost...

The ability to evaluate "sins of omission"-true but pragmatically misleading, underinformative pedagogy-is critical for learning. This study reveals a developmental change in children's evaluation of underinformative teachers and investigates the nature of their limitations. Participants rated a fully informative teacher and an underinformative teacher in two different orders. Six- and 7-year-o...