Constructing Feminist Teachers: Complexities of identity

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17 Scopus citations


This article explores the synergistic relationship between the construction of identities and teaching practices of those using feminist teaching in higher education classrooms. I propose that teachers do not construct their identities in isolation, but rather are strongly influenced by the expectations of other participants in the educative process. Through qualitative research data, I suggest that teachers and their practices are simultaneously objects and subjects in their fluctuating identity constructions as feminist teachers. Further, I explore how the existence of and attention to teachers' and students' identities can be used as a tool in teaching and learning processes.

Original languageEnglish (US)
Pages (from-to)327-343
Number of pages17
JournalGender and Education
Issue number3
StatePublished - Jan 1 1997
Externally publishedYes


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