Running Head: POSTSTRUCTURAL FEMINIST PEDAGOGY FOR INTERIOR DESIGN

Poststructural Feminist Pedagogy for Interior Design: Teaching Interior Design from an Emancipatory Perspective Cindy Bertoia Brenau University

POSTSTRUCTURAL FEMINIST PEDAGOGY FOR INTERIOR DESIGN Poststructural Feminist Pedagogy for Interior Design Introduction The educators educational philosophy directly influences educational practice, and the unique characteristics of interior design education reinforce the importance of identifying a personal educational philosophy. Some aspects that influence interior design education include content, participants, and the desire to make a difference. The interior design profession requires both technical skills and individual creativity. This dichotomy of course content presents a challenge to the interior design student, as well as the educator. Further, the field of interior design is predominately a profession practiced by

women. Therefore, the majority of interior design classes are attended and taught by women. In addition, the successful interior design professional will have a passion for improving the lives of others by designing spaces that are safe, comfortable, and meet the needs of occupants. The combination of these characteristics strongly influences my interior design education philosophy. The educators philosophy informs interaction with students as well as desired outcomes. The Poststructural Feminist Pedagogical Theory aligns with the goals of interior design education in general, and more specifically, my own personal goals. Poststructural Feminist Pedagogical Theory Poststructural Feminist Pedagogical theory draws from both postmodern and feminist theories. Postmodern theories, or poststructural theories, acknowledge differences in the world and challenge the status quo. Everything that has been considered to be true is questioned. In fact, poststructural theories posit that there are multiple truths. Further, poststructural theories acknowledge and celebrate the differences of individuals, and these differences are viewed as having equal value (Merriam et al, 2007). Plumb asserts that while differences can fragment and

POSTSTRUCTURAL FEMINIST PEDAGOGY FOR INTERIOR DESIGN disempower, these differences can also challenge forces of oppression (1995, in Merriam et al,

2007). Critics of poststructural theories point to the pessimism, extreme relativism, and lack of a moral center. Further, most postmodern theorists have neglected to offer approaches or techniques for adult education practice (Merriam et al, 2007). There are many versions of feminist theories. Maher (1987, cited in Merriam et al, 2007) categorizes these perspectives into two categories: liberatory and gender. Liberatory theories focus on postmodernism and Marxist theories, examining how education is influenced by oppression in social structures such as race, gender and class, and how education serves to reinforce these social structures. The gender category of theories focuses on the socially constructed role of the female in patriarchal societies, and how women can individually find their voice. Attention is given to the educational environment and how to promote learning among women. Tisdells poststructural feminist pedagogy is a fusion of both liberatory and gender pedagogy models (Merriam et al, 2007). Tisdells feminist pedagogy draws from the varying feminist pedagogy theories, and focuses on four common themes: construction of knowledge, authority, voice, and positionality (1998). Tisdell theorizes that knowledge is constructed in relation to others where the self and others are situated and positioned within social structures where they are multiply and simultaneously privileged and oppressed (1998, p. 150). Further, position within social structures and power relations affects how knowledge is shaped and dispersed, as well as what counts as knowledge (Tisdell, 1998). Poststructural feminist pedagogical theories focus on and challenge the power and authority of social systems that bestow power on individuals. These social systems, including white, male, middle- or upper-class, and heterosexual, are frequently given a higher status in the

POSTSTRUCTURAL FEMINIST PEDAGOGY FOR INTERIOR DESIGN classroom by both students and educators. In fact, those who belong to more of these groups wield more power. Poststructural feminist educators will attempt to engage students who are in groups that are socially oppressed, such as persons of color, female, working class, or homosexual. However, most poststructural feminist theories also recognize that membership in these groups can shift, and the importance or power of the group may vary (Tisdell, 1998). Poststructural feminist educators actively work for social change, challenging the status quo and directing student learning through questioning of the current situation and engaging students who do not belong to one of the socially-constructed groups of power. This is a significant departure from philosophies that allow students to direct learning, allowing the

student to learn what they want to learn. Given the influence of socially powerful groups in adult education, poststructural feminist theorists posit that student-directed learning contributes to maintaining the status quo and continued oppression of socially disadvantaged groups (Tisdell, 1998). The voice of the student is viewed as a central focus of poststructural feminist pedagogies which theorize that systems of privilege and oppression influence who will speak in the learning environment, and who will remain silent. These socially constructed systems also determine who is acknowledged as smart or being a leader. However, when viewed from the deconstruction paradigm, voice is power and silence is the opposite. However, Goldberger (1996, cited in Tisdell, 1998) suggests that voice screams through silence and can represent resistance, power and active construction of knowledge (Tisdell, 1998, p. 151). Echoing this concept of power in silence, Sinner discusses the necessity of silence as part of communication, stating that silence and voice, with listening in between, are viewed as equal components of engagement in the learning environment (2003, p. 119).

POSTSTRUCTURAL FEMINIST PEDAGOGY FOR INTERIOR DESIGN Positionality, or perspective, is closely related to voice, construction of knowledge, and

authority. As discussed above, positionality influences how knowledge is constructed, who may or may not speak out, and how authority is perceived. The various theoretical approaches to feminist pedagogy handle these themes differently, but most agree that ones position strongly influences adult learning. Unlike other feminist pedagogies, Tisdell posits that it is poststructural feminist thought that problematizes positionality of both the student and instructor, thus affecting construction of knowledge, authority, and voice (Tisdell, 1998). Integrated into Tisdells four themes of poststructural feminist pedagogy is a primary tenet of teaching for social change with a passion fueled by a deep underlying ethical, social, and often a spiritual commitment (2000, p. 308). Tisdell notes that the role of spirituality is notably absent in the literature, which is surprising, as most who write about the social change in education draw on the work of Paulo Freire, who was deeply spiritual (Tisdell, 2000). In a qualitative study of educators who identified themselves as both spiritual and working for social change, Tisdell noted that the research participants saw their spirituality as influencing their challenge of social systems. However, these educators also believed that their involvement in social issues brought them back to their spirituality. Likewise, the participants had a strong desire to give back to their communities and bring about social change to create a more equitable society (Tisdell, 2000). Statement of Personal Philosophy of Education First, it should be stated that my personal philosophy of education is fluid and ever changing. Throughout this course on Adult Education, I found that I could relate to one aspect or another of each of the philosophies or theories that were covered, and I expect this to continue as I increase my knowledge of existing theories through research, and develop my own theories

POSTSTRUCTURAL FEMINIST PEDAGOGY FOR INTERIOR DESIGN

through experience. However, my values and personal beliefs are the foundation of my personal education philosophy. I strongly advocate for the equality of opportunity. It is the educators responsibility to identify and neutralize the influence of social power systems within the learning environment. Likewise, the cultural diversity of students must be acknowledged by the educator. Students cultural norms may challenge the construction of knowledge, or influence the students need to speak or remain silent. Certainly, culture dictates positionality. As the world becomes smaller through increased access to technology and travel, the learning environment becomes more diverse. It is the educators challenge to embrace these differences in the pursuit of equal participation. Specific Approaches to Teaching Strategies While poststructural feminist pedagogy addresses the issue of positionality in general, the social oppression of women specifically is a key element. Because the majority of students in interior design are female, Tisdells theory is particularly appropriate. Although most poststructural theorists neglect to offer methods for praxis (Meriam et al, 2007), the poststructural feminist theories have attempted to identify specific approaches for learning. Not all women learners have the same background. Life experiences vary between women; they have not all had equal listening, validation, or privilege (Tisdell, 1998). These differences may be exhibited in the learning environment. While educators should attempt to give voice to students who might otherwise be silent, it is equally important to recognize its source, and ask what is underneath the silence (Goldberg, 1996, p. 343, cited in Tisdell, 1998 p. 151). Positionality is central to poststructural feminist pedagogy. This is true for the students as well as the educators positionality. Tisdell states that questions about how her own

POSTSTRUCTURAL FEMINIST PEDAGOGY FOR INTERIOR DESIGN positionality influences her teaching are central to her educational theorizing and practice (Tisdell, 1998). hooks states that poststructural feminist educators participate in engaged pedagogy (1994, cited in Tisdell, 1998), taking into account emotions, as well as critical thinking, specifically in classes that are considered more emotional, such as those that deal with gender, race, class, sexual orientation, or ableness issues. Tisdell suggests the use of exercises that openly address emotions rather than suppressing emotions of students, such as movies or writing and sharing of personal stories (1998, p. 152). In interior design education, this may be especially useful in projects that deal with design for the elderly or disabled, or other projects that may have personal meaning for students. Poststructural feminist theory problematizes educators positionality and the dynamics that have predisposed their perspectives. Therefore, the educator is limited in their own personality and abilities because of their positionality. Ellsworth refers to this positionality as the pedagogy of the unknowable (1989, cited in Tisdell, 1998), or the limitation of what instructors can know because of their own positionality. Remaining ever conscious of this positionality, the educator must be vigilant in efforts to recognize difference among students as well as between the students and herself. Conclusion There is advantage for educators who identify and define their own educational philosophy. This philosophy influences how they practice. Likewise, Tisdell and Taylor

recommend that educators examine their practice to help inform their theory of education (1999). The poststructural emancipatory feminist perspective is sociological and concerned with culture and power relationships that are based on race, class, gender, and sexual orientation. Difference is examined from positionality, not personality, or ones position with regard to the dominant

POSTSTRUCTURAL FEMINIST PEDAGOGY FOR INTERIOR DESIGN cultures race, class, and gender (Tisdell & Taylor, 1999). The poststructural feminist pedagogical theory aligns well with the objectives of interior design educators. Because poststructural theories deal with both the similarities among individuals (as in psychological models) and differences in race, class, etc. (as in structural models), it acknowledges that there are many, sometimes competing, factors that influence feminist pedagogy. In challenging the status quo and existing power structures, students and educators alike are positioned to effectively advance the interior design body of knowledge.

POSTSTRUCTURAL FEMINIST PEDAGOGY FOR INTERIOR DESIGN References

Ellsworth, E. (1989). Why doesnt this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297-323. Goldberger, N. (1996). Cultural imperatives and diversity in ways of knowing. In N. Goldberger., J. Tarule, B. Clincy, & M. Belenky, (eds), Knowledge, difference, and power (pp. 335-371). New York: Basic Books. hooks, b. (1994). Teaching to transgress: Thinking feminist, thinking black. Boston: South End Press. Maher, F.A. (1987). Toward a richer theory of feminist pedagogy: A comparison of liberation and gender models for teaching and learning. Journal of Education, 169(3), 91-100. Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood: A Comprehensive Guide (3rd ed.) New York: Jossey-Bass. Plumb, D. (1995). Critical adult education and identity in postmoderninity. Proceedings of the 36th Annual Adult Education Research Conference (pp. 241-248). Edmonton, Alberta: University of Alberta. Sinner, A. (2003). Women learners in the classroom: Exploring the experience of voice, listening, and silence. Journal of International womens Studies (5)1, 114. Taylor, E. W., & Tisdell, E. J. (1999). Adult Education Philosophy Informs Practice. Adult Learning, 11(2), 6. Tisdell, E. J. (1998). Postructural feminist pedagogies: The possibilities and limitations of feminist emancipatory adult learning theory and practice. Adult Education Quarterly, 48(3), 139-156. doi: 10.1177/074171369804800302

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Tisdell, E. J. (2000). Spirituality and emancipatory adult education in women adult educators for social change. Adult Education Quarterly, 50(4), 308-335.