Feminist Pedagogy and Student Voice in ESL Classrooms in Khyber Pakhtunkhwa, Pakistan
Keywords:
feminist pedagogy, student voice, ESL classrooms; classroom participation; learner empowerment; PakistanAbstract
This study is a qualitative investigation of the role of feminist pedagogy in promoting student voice and participation in undergraduate English as a Second Language (ESL) classroom in Khyber Pakhtunkhwa, Pakistan. In total, 32 undergraduate ESL students (balanced by gender) in four public universities were the subjects of data collection for six weeks. Data comprised eight classroom observations, 16 semi-structured interviews, and 32 short written reflections. The study was informed by critical pedagogy, feminist pedagogy and interactionist theories of second language acquisition. Thematic analysis revealed that the use of open-ended questioning, group discussion, shared authority and respect for students' lived experiences afforded more room for participation by learners. The students reported a higher level of confidence when the teacher gave importance to the opinion of the students instead of just the correct answer. Student feedback particularly that from female students, highlighted group work as a safer method of speaking that would ease the pressure before being put to the test in whole- class discussion. Participation was, nonetheless, influenced by sociocultural expectations, institutional ties, and prior learning experiences. The study suggests that feminist pedagogy can enhance the inclusive and communicative nature of ESL classrooms, but proper training for teachers and institutional support is necessary to create lasting change.References
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