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Book review - The Feminist Classroom: Dynamics of Gender, Race, and Privilege
The book 'The Feminist Classroom: Dynamics of Gender, Race, and Privilege' explores the issues of sex-stereotyping of educational practices, relevance of feminist pedagogy and menace social discrimination on the bases of gender, race and privilege in educational institutions.

The latest edition of the book offers new material and updates previous edition and includes the issue of racial discrimination in education. The book is more of scholarly book but includes classroom examples of how assumptions of privilege shape classroom discourses even in the western world besides gender discrinimation in educational and instructional practices. 

Another plus point of the new edition is that it goes beyond the classroom, to examine the present context of higher education. However, the centrality of the book is the feminist classroom and its dimensions. The book provide a peep into classrooms of six colleges and universities, namely the Lewis and Clark College, Wheaton College, the University of Arizona, Towson State University, Spelman College, and San Francisco State University. 

Furthermore, the book published by Rowman & Littlefield, details the pedagogical approaches of seventeen feminist college professors. The book reveals that higher education that has long been represented a white, male, privileged minority is undergoing upheavals by insistence on more inclusive knowledge of feminist and multicultural scholarship. 

The book proposes that socio-disciplinary approach to structure knowledge; incorporation of small working group for classroom studies; sharing study tasks both inside and outside classrooms; linking science with social sciences and ridding the stereotype beliefs about women being incapable of meeting objective standards of knowledge, etc. are required to make education inclusive. 

The book spread over 325 pages brings forth the perceptions, voices, concerns and experiences of groups hitherto marginalized in higher education: women, coloured people and working class students and insists that the gap between knowledge and pedagogy that has long characterized higher education need be bridged by feminization of education. 

For teachers and educators, who wish to make their classrooms gender and social inclusive, this book can provide them a framework to reorganise curricula, learning environment and classroomroom processes. The book can be a valuable addition to the libraries of education departments of universities and teacher education institutes.

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