A discussion on feminist pedagogy: An example of pre-school education

The purpose of this thesis is to approach feminist pedagogy from a new perspective by discussing its implications and limitations in early childhood education. In this regard, the methods and tools through which feminist pedagogy can ignite sparks of liberation within and outside classroom environment will be demonstrated. Inspired by the specific pedagogical structure of consciousness-raising practices, the thesis will lay out in what ways feminist pedagogy harbours potantial in enabling feminist thought to reach out to individuals, in engaging women who analyze the conditions of domination with political struggle and in ensuring the involvement of not only women, but also men in the struggle. However, our approach cannot be considered indepedently of the internal conflicts within feminism. Therefore, certain ground-breaking, but insufficient premises in explicating the existing gender paradigm within feminist thought will be discussed. A discussion on issues such as gender, sexual difference, care and motherhood that hold significance in women's lives, will be included in order to elaborate the postulates upon which this study bases feminist pedagogy. The primary framework of discussion will be coupled with observations of the etnographic research, enabling the exploration of the way in which feminist pedagogy operates in the specific context of early childhood education. The thesis will also demonstrate which practices in early childhood education align with the concepts in feminist pedagogy.