In his work, Kishore (2008) [1], that has been cited in a study by Appiah-Castel,, Mercy Vanessa D.; Lamptey, Richard Bruce; Titiloye, Kemi; and Pels, Welhemina Adoma (2020) [2], feminist pedagogy has been advocated for equity and inclusion in STEM education
A revisit on the precept of feminist pedagogy, it has been summarised herein as ABC verse as follows.
ABCs of feminist pedagogy
A: Approaches to theory and teaching practices that address the issues of ways of learning typical of race, colour, class, gender, sexuality, ability contribute to patriarchal-masculine structures of knowledge and traditions shaped by competitive-performative nature of the system which continue to be pro-male and masculinised
B: Basis for the feminization of education through cooperative-collaborative learning processes which address the diversity and differences among the learners through whole brain education with equal emphasis on right-hemispheric potential of learning against the currently dominant left-hemispheric education centred on linear-logical thinking and competition which is male-biased
C: Choices are to be matched with differences or diversity caused of social and gender inequities perpetuated by the dominant groups
D: Disruptive education that meets the challenges of diversity of personal lived experiences and offers choices across sex, gender, race, and class denied by traditional, stereotyped and conventional system based on competition, talentism or giftedness, mainstreaming ploys, role-reversal, similarity, uniformity and sheer enrolment drives
References
[1] Kishore, L., (2008). Girls,women in science & technology education. Merinews.
[2] Appiah-Castel,, Mercy Vanessa D.; Lamptey, Richard Bruce; Titiloye, Kemi; and Pels, Welhemina Adoma (2020). "Female Enrolments in STEM in Higher Education: Trend Analysis from 2003 – 2018: KNUST as a case study. Library Philosophy and Practice (e-journal). 4327. https://digitalcommons.unl.edu/libphilprac/4327