CRITICAL FEMINIST PEDAGOGY

All of SHEF’s schools employ critical feminist pedagogy, developed by Dr. Sahni through her work in Prerna Girls School. Based on the work of Paolo Freire, critical feminist pedagogy refers to a fusion of critical and feminist pedagogies that enables girls and boys to develop a feminist consciousness by raising their critical awareness of oppressive social norms, power structures, traditions, and the gender relations that impact them. In this way, children come to understand the unfair and unjust power structures that come to define and limit their lives, and are thereby able to name their realities.

The pedagogy is rooted in the belief that children must learn to think critically and question social norms and practices. It also aims to help children (especially boys) understand that feminism is not only for girls. Rather, it is the pursuit of equality and human rights, and providing equal rights and equal opportunity to all individuals.

At the core of critical feminist pedagogy is the use of critical dialogue to help girls and boys name their reality and examine the systemic discrimination and oppression faced by them and those around them. In this way, they become critically aware of their social and political reality and also gain a structural understanding of patriarchy and how it shapes their lives. They learn that patriarchy is a social construct, not a natural one, and that means that it can be changed. Through discussion with their teacher and peers, students become empowered and learn to act both individually and collectively as self-advocates, challenging unfair social structures. This becomes especially important in helping girls achieve better life outcomes and helping boys learn to be more egalitarian.

Critical feminist pedagogy also includes the extensive use of drama and critical literacy. Students regularly engage in both of these activities, as well as dance, role-play, and reflective writing. Such activities aid students in expressing their feelings, realizing their own right to equality, and rehearsing resistance and equal ways of living in a safe context, thereby enabling them to develop voice and agency in order to free them from oppressive social definitions and expectations. They learn to imagine an alternate self and an alternate reality in an egalitarian social order, and collectively work towards achieving it.