The author would like to thank Natilene Bowker, Sue D'Ath, Kristy Davies, Penny Dean, Susie Malcolm, Meredith Mora, Siann Nathan, Ann O'Sullivan, Wendy Sheddan, and Jo White. The success of the interviews was a result of their hard work and their enthusiasm motivated me to write this article. I would also like to thank Marsha Walton with whom I enjoyed many interesting discussions about feminist research and pedagogy in psychology.
EXPLORING A TEACHING/RESEARCH NEXUS AS A POSSIBLE SITE FOR FEMINIST METHODOLOGICAL INNOVATION IN PSYCHOLOGY
Article first published online: 28 JUL 2006
Psychology of Women Quarterly
Volume 23, Issue 1, pages 199–214, March 1999
How to Cite
Weatherall, A. (1999), EXPLORING A TEACHING/RESEARCH NEXUS AS A POSSIBLE SITE FOR FEMINIST METHODOLOGICAL INNOVATION IN PSYCHOLOGY. Psychology of Women Quarterly, 23: 199–214. doi: 10.1111/j.1471-6402.1999.tb00352.x
- Issue published online: 28 JUL 2006
- Article first published online: 28 JUL 2006
- Initial submission: November 26, 1996; Initial acceptance: February 27, 1997; Final acceptance: May 19, 1997
In this article the links between feminist pedagogy and feminist research are used as a basis for exploring the potential that teaching about women and gender has a methodological resource for feminist research in psychology. Inspiration for this article stemmed from the author's experience of teaching a postgraduate class in Gender Issues in Psychology in New Zealand. An assessed task for the course required students to interview two women. The interviews were transcribed and the content summarized in a written report and an oral presentation. All parties involved with the project reported finding it an educational experience. The exercise is evaluated as an example of feminist research. The advantages and limitations of using the classroom as a resource for research by feminist psychologists are discussed.