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The discussion contrasts traditional content-focused group work with process-centered learning and ends with recommendations for curriculum development grounded in the author’s praxis.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/feminist-group-process-in-seminar-classes-possibilities-and-challenges/598615/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/feminist-group-process-in-seminar-classes-possibilities-and-challenges/598615.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the author identify with traditional university group work?","Question",{"text":63,"@type":64},"Traditional group work emphasizes the final product rather than the processes used to create it, and students are rarely prompted to critically reflect on interpersonal dynamics.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does feminist pedagogy define learning and students’ roles?",{"text":68,"@type":64},"It replaces the “banking model” with a “partnership model,” positioning students as co-producers of knowledge through reflection, participation, and analysis of personal experiences.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the key strategies of feminist group process used in the seminar?",{"text":72,"@type":64},"The approach makes processes explicit, supports skill building through communication and decision-making, transforms conflict, and begins sessions with a structured check-in to enable shared participation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598615,1792191156,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":102,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","17  \nFeminist Group Process in Seminar Classes: Possibilities and Challenges  \nBetty J. Barrett  \nUniversity of Windsor  \nIn this essay, I describe my experience applying the principles of feminist group process in a senior level social science course. I begin by providing an overview of feminist pedagogy as an approach to teaching and learning and discuss the relevance of feminist group process within this model. I then highlight the core components of feminist group process, outlined by Chinn (2004), that I integrated into my classroom. I conclude with a discussion of recommendations for curriculum development based on my own praxis.  \nIntroduction  \nThe use of group work has been noted as an  \nimportant pedagogical tool for promoting the development of social skills, student engagement with course material, peer directed learning, self reflection, and critical thinking (Biggs, 2003) . Because of its perceived intellectual, academic, and social benefits, group work is increasingly used ina myriad of classroom settings. Although the incorporation of group work into university courses is growing in popularity, the process of how to actually do group work is rarely taught to students. Group work assignments tend to be content rather than process focused, with the implicit assumption being that students will learn the necessary skills for working effectively in groups experien-  \ntially through engaging with others in task-oriented assignments. Students are rarely encouraged or required to critically self reflect on their interpersonal dynamics when engaging in group activities, with group work assignments traditionally being marked on the final product (content) rather than the mechanisms through which the product was collectively created (process) . As such, students engage in knowledge-based learning through group-oriented exercises, but rarely achieve the level of interpersonal skill development that such exercises are purported to elicit.  \nRecognizing the need to approach group work in an innovative way to maximize its potential learning benefits for students, I experimented with  \nthe implementation of feminist group process in a senior level social science seminar course. In this essay, I briefly describe the core principles and theoretical underpinnings ofthis approach as well as the specific strategies I implemented in my classroom. I conclude with recommendations for educators for the successful implementation of this process based on my own praxis.  \nFeminist Pedagogy  \nAs a social work and women’s studies educator, my approach to teaching and learning is heavily influenced by the principles of feminist pedagogy. Feminist pedagogy has been defined as a collection of classroom practices, educational strategies, and relational approaches informed by critical pedagogy and feminist theories (Crabtree & Sapp, 2003) . Feminist pedagogy promotes transformative learning by replacing the “banking model” of education, in which students are viewed as passive receptacles of information, with a “partnership model” which constructs students asco-producers of knowledge (Stake, 2006) . Educators informed by feminist pedagogy strive for the integration ofaction with reflection within the classroom as well as the empowerment of students as active agents of learning. By legitimizing individual experiences as an appropriate point of entry for inquiry and encouraging a theoretical analysis of these experiences as valid scholarly activity, feminist pedagogy seeks to engage students as mutual participants in the learning process. Through participatory learning, self reflection, and consciousness-raising, feminist pedagogy seeks to both intellectually and emotionally engage students as dynamic learners. Through this process, feminist pedagogy strives to cultivate both the personal and political empowerment of students to become catalysts for social change (Carillo, 2007; Crabtree & Sapp, 2003; Larson, 2005; Stake 2006) .  \nFeminist Group Pr","cbCaisYH77K2z43p","https://ap.wps.com/l/cbCaisYH77K2z43p","pdf",108854,"English","# Introduction\n# Feminist Pedagogy\n# Feminist Group Process","[{\"question\":\"What problem does the author identify with traditional university group work?\",\"answer\":\"Traditional group work emphasizes the final product rather than the processes used to create it, and students are rarely prompted to critically reflect on interpersonal dynamics.\"},{\"question\":\"How does feminist pedagogy define learning and students’ roles?\",\"answer\":\"It replaces the “banking model” with a “partnership model,” positioning students as co-producers of knowledge through reflection, participation, and analysis of personal experiences.\"},{\"question\":\"What are the key strategies of feminist group process used in the seminar?\",\"answer\":\"The approach makes processes explicit, supports skill building through communication and decision-making, transforms conflict, and begins sessions with a structured check-in to enable shared participation.\"}]","Feminist Group Process in Seminar Classes - Possibilities and Challenges | PDF",1792087257,15]