While curriculum constitutes an important facet of teaching and learning, what is of critical importance is how we engage with the curriculum and what pedagogical strategies we use to engage students. This article is an attempt to engage in a serious dialogue on how we do Sociology of Gender in our classrooms. How students effectively construct, represent and transform knowledge and how they develop competence in and beyond the learning areas depend much on the pedagogical insights that instructors employ in classrooms. The article argues for a critical feminist pedagogy that sees the classroom as a site of possibilities, believes in engaged student learning and recovers students’ voices.
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