Abstract

One does not see things as they are, but according to who we are. Since the 70s, the feminism ideology became widespread and has manifested throughout the world by feminists believing in the existence of patriarchy in society, thus their movement aims to establish equal rights and interests in behalf of women. This qualitative study aims to explore the possibility of this ideology in the classroom setting as the prevalence of feminism continues to breach through society. As the teaching profession is sustained by a majority of women in the workforce, their influential role to students is anchored on their beliefs and pedagogy; hence, our study noted that feminism may influence their approach to teaching principles and strategies. Having feministic views in the educational setting, particularly those of the teacher, were identified by the researchers through methods of analysis and interpretation of the answers of the participants. Using one-on-one interviews, the findings reveal that feminism is recognized in the classroom setting and, in turn, the mentioned ideology has been integrated to their teaching principles and strategies, mostly to the teaching principles of the teachers. Feminism itself has been defined by their conception of female condemnation and oppression from society, yet men are not highlighted as much as women in this definition. The participants recognized their responsibility in upholding knowledge that is both transformational and influential, thus this becomes the reason for their goal of gender inclusion in classroom discourse. Feminism brings forth sensitivity and open-mindedness that reflects through their teaching principles, cautiously addressing the differences in the classroom and effectively communicating the topic to the students. These findings show potential ground to further grasp the influence of feminism.