A central tenet of feminist pedagogies is to engage students in dialogue, rather than a teacher-centered lecturing method that is commonly used in college classrooms (Chow et al. 2003, Friere 1970, hooks 1994). This possibility is complicated by faculty's charge to impart a particular body of discipline-specific knowledge for each class taught. How can faculty impart this knowledge in such a way as to incite dialogue rather than perpetuate monologue? How shall faculty attempt to get students interested in a subject (and maintain their own excitement for the material) when we have no idea where each student's personal connection with the material lies? In this article, I outline two student-centered pedagogical methods—lecturing with questions and student-centered assignments—in which the goal is to incite students and faculty to full engagement and to think reflexively throughout the classroom experience.


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