9.00-11.00 (Gilbert Scott Lecture Theatre) Pedagogy, Power and the Curriculum Extending the Reach of Critical Pedagogy Michalis University of Widening participation in BA Kontopodis, Roehampton, University developmental psychology courses: a Marta Jackowska of Roehampton & Free theory-based intervention & Christine University Berlin Becker-Hardt Anna Danielsson, Uppsala University The enactment of power within Malena Lidor, ‘didactical contracts’ of classroom Maria Berge teaching Jón Ingvar Kjaran, University of Iceland Teaching about the ‘Pink Holocaust’ in an Ingólfur Ásgeir Icelandic upper secondary school Jóhannesson classroom: a queer counter-space? Maggie Nerinx High School Parochialism and patriarchy: Teaching Gender Studies in a Catholic high school Talia Meer and University of Cape Town Teaching and learning about sex, gender Kelley Moult and gender-based violence in South African high schools: barriers, prospects and possibilities 9.00-11.00 (G070) Power in the Academy Creating anti-oppressive spaces within the neoliberal diversity regime: doing critical pedagogy in university classrooms. Convened by Nicole S Bernhardt Elena Chou York University, Toronto Intersectionality as Critical Pedagogy Sandra Smele York University, Toronto Storying power and pedagogy Pat Breton York University, Toronto The affect of ‘feeling oppression/privilege: feminist politics of emotion in teaching and learning in neoliberal higher education Rehanna Siew York University, Toronto Learning from the margins – teaching Sarju feminist research Nicole S York University, Toronto To call out or not to call out? Disrupting Bernhardt oppressions within the classroom Geraldine Manchester Feminist praxis in the academy: processes McCusker Metropolitan University and tensions inherent in feminist pedagogy 9.00-11.00 (1014) Teachers, Identities and Social Justice Storying the teaching self Emmy London Metropolitan Discursive practices of gender, sexuality Papanastasiou University and educational leadership in Greek primary education: a case study Sue Smedley, University of Roehampton Learning to be Froebelian: student Kate Hoskins teachers’ life histories 1952-1965
9.00-11.00 (Gilbert Scott Lecture Theatre) Pedagogy, Power and the Curriculum Extending the Reach of Critical Pedagogy Michalis Kontopodis, Marta Jackowska & Christine Becker-Hardt University of Roehampton, University of Roehampton & Free University Berlin Widening participation in BA developmental psychology courses: a theory-based intervention Anna Danielsson, Malena Lidor, Maria Berge Uppsala University The enactment of power within ‘didactical contracts’ of classroom teaching Jón Ingvar Kjaran, Ingólfur Ásgeir Jóhannesson University of Iceland Teaching about the ‘Pink Holocaust’ in an Icelandic upper secondary school classroom: a queer counter-space? Maggie Nerinx High School Parochialism and patriarchy: Teaching Gender Studies in a Catholic high school Talia Meer and Kelley Moult University of Cape Town Teaching and learning about sex, gender and gender-based violence in South African high schools: barriers, prospects and possibilities 9.00-11.00 (G070) Power in the Academy Creating anti-oppressive spaces within the neoliberal diversity regime: doing critical pedagogy in university classrooms. Convened by Nicole S Bernhardt Elena Chou York University, Toronto Intersectionality as Critical Pedagogy Sandra Smele York University, Toronto Storying power and pedagogy Pat Breton York University, Toronto The affect of ‘feeling oppression/privilege: feminist politics of emotion in teaching and learning in neoliberal higher education Rehanna Siew Sarju York University, Toronto Learning from the margins – teaching feminist research Nicole S Bernhardt York University, Toronto To call out or not to call out? Disrupting oppressions within the classroom Geraldine McCusker Manchester Metropolitan University Feminist praxis in the academy: processes and tensions inherent in feminist pedagogy 9.00-11.00 (1014) Teachers, Identities and Social Justice Storying the teaching self Emmy Papanastasiou London Metropolitan University Discursive practices of gender, sexuality and educational leadership in Greek primary education: a case study Sue Smedley, Kate Hoskins University of Roehampton Learning to be Froebelian: student teachers’ life histories 1952-1965
Programme-in-day-order.docx