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Feminist theory and collaborative learning in seminar contexts

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This paper describes the processes undertaken to construct more equitable and accountable evaluation procedures within seminars: that is, contexts where the salient modalities being evaluated are participation and oral expression. We describe the distinctive features of our model, including facilitation of the work of teaching assistants, ways to operationalize feminist pedagogy, and processes for evaluation. We articulate the specifics of these features as well as offering a comprehensive 'insider's' account of the actual seminar process we employ. We end by describing teaching, learning, evaluation and institutional outcomes.
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Document Type: Research Article

Affiliations: 1: Department of Physical Education, Brock University, St Catharines, Ontario, Canada 2: Department of Phsyical Education and Women's Studies, Brock University, St Catharines, Ontario, Canada

Publication date: 2000-05-01

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