Raghuram, P.; Madge, C. and Skelton, T.
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Although there has been an increasing number of articles on teaching and gender, there has been little discussion of the implications of feminist research methodologies for student projects. This paper aims to overcome this 'blind spot' through discussion of the pedagogic implications raised by the adoption of such methodologies in student projects: choice of topic, choice of research methods, emancipatory role of the project, dilemmas experienced during 'fieldwork' and interpretive and writing styles used during the research process. The constraints mitigating against the adoption of feminist methodologies are explored, including issues of training, supervision, assessment criteria and presentational issues, with the aim of encouraging a discussion on the use of such methodologies in future student research projects.
|Item Type:||Journal Article|
|Academic Unit/School:||Faculty of Arts and Social Sciences (FASS) > Politics, Philosophy, Economics, Development, Geography
Faculty of Arts and Social Sciences (FASS)
|Interdisciplinary Research Centre:||Centre for Citizenship, Identities and Governance (CCIG)
OpenSpace Research Centre (OSRC)
International Development & Inclusive Innovation
|Depositing User:||Users 4807 not found.|
|Date Deposited:||06 Jul 2009 13:28|
|Last Modified:||09 Feb 2017 13:13|
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