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Book Review - Feminist Pedagogy: Looking Back to Move Forward
The book "Feminist Pedagogy: Looking Back to Move Forward" is an edited collection of the essays drawn from a standard journal on women's studies, which dwell upon various aspects of feminist pedagogy and its development in last two decades. The book has been written to facilitate creation of feminist-pedagogy curricula and classroom practices by the teachers and educators working at different levels.

The book edited by a team of three editors namely Robbin D. Crabtree, David Alan Sapp and Adela C. Licona explores and provides insights in both theoretical and practical dimensions of feminist pedagogy. Hence, it works as a handbook for educators, researchers and classroom practitioners alike.

The assumptions about power and consciousness-raising; existence of oppressions in various forms; issues of gender equity; social transformation and social justice, etc. have been discussed in the book. Some practical leads in the book can be helpful for teachers to transform their classrooms towards inclusion and gender equity.

In the book published by Johns Hopkins University Press, feminist pedagogy has been explained in its basic epistemological assumptions, relevant teaching strategies, approaches to curriculum organisation, collaborative classroom practices, and teacher-student relationships.

According to the editors of the book, spread over 280 pages, feminist educators, teachers, pedagogues, scholars and researchers  must critically engage in dialogue and reflection about both, what and how they teach, as well as how, who they affect and how they teach. The articles and write-ups illustrate how and why feminist theory can be practiced in all kinds of classrooms with elements of social and gender equity and inclusion with a focus on women's ways of learning.

The book is written in an easy readable style to be helpful even to a school level classroom practitioner to create theoretically grounded learning materials.

This well-chosen and organised collection provides an integrated body of work on feminist pedagogy. The editors' introduction and sections give the readers a valuable framework for examining and reflecting on principles and practices of feminist teaching. The book is also an excellent resource for teaching feminist pedagogy at both undergraduate and graduate levels.

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