About this Journal
- Feminist Teacher
- Journal
-
Feminist Teacher provides discussions of such topics as multiculturalism, interdisciplinarity, and distance education within a feminist context. FT serves as a medium in which educators can describe strategies that have worked in their classrooms, institutions, or non-traditional settings; theorize about successes or failures; discuss the current place of feminist pedagogies and teachers in classrooms and institutions; and reveal the rich variety of feminist pedagogical approaches.
published by
University of Illinois PressAvailable Issues
Ceased PublicationVol. 18 (2007) - vol. 28 (2018)
Table of Contents
Volume 28, 2017
Volume 27, 2016-2017
Volume 26, 2015-2016
Volume 25, 2014-2015
Volume 26, 2015-2016
Volume 25, 2014-2015
Volume 24, 2014
Volume 23, 2012-2013
Volume 22, 2011-2012
Volume 21, 2010-2011
Volume 20, 2009-2010
Volume 19, 2008-2009
Volume 18, 2007-2008
Additional Information
Additional Materials
Additional Issue Materials
- Editorial Board -- Volume 28, Numbers 2-3, 2018
- Editorial Board -- Volume 28, Number 1, 2017
- Editorial Board -- Volume 27, Numbers 2-3, 2017
- Editorial Board -- Volume 27, Number 1, 2016
- Editorial Board -- Volume 26, Numbers 2-3, 2016
- Editorial Board -- Volume 25, Numbers 2-3, 2015
- Editorial Board -- Volume 26, Number 1, 2015
- Editorial Board -- Volume 25, Number 1, 2014
- Editorial Board -- Volume 24, Number 3, 2014
- Editorial Board -- Volume 24, Numbers 1-2, 2014
- Editorial Board -- Volume 23, Number 3, 2013
- Editorial Board -- Volume 23, Number 2, 2013
- Editorial Board -- Volume 23, Number 1, 2012
- Editorial Board -- Volume 22, Number 3, 2012
- Editorial Board -- Volume 22, Number 2, 2012
- Editorial Board -- Volume 22, Number 1, 2011
- Editorial Board -- Volume 21, Number 3, 2011
- Editorial Board -- Volume 21, Number 2 (2011)
- Editorial Board -- Volume 21, Number 1, 2010
- Editorial Board -- Volume 20, Number 3, 2010
- Editorial Board -- Volume 20, Number 2, 2010
- Editorial Board -- Volume 20, Number 1, 2009
- Editorial Board -- Volume 19, Number 3, 2009
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