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Abstract




Gender discrimination remains a major barrier to democratic participation, as it systematically silences or marginalizes certain voices. This article examines how gender-sensitive pedagogy can counteract such mechanisms in higher education by integrating bell hooks’ feminist pedagogy, Paulo Freire’s critical pedagogy, and Jack Mezirow’s transformative learning theory. Using a case study of an international Erasmus Blended Intensive Program (BIP) workshop delivered in 2025 at the University of Sassari (Italy), the paper describes and interprets participatory teaching practices, with a particular focus on the “Gender Box” activity. The empirical material includes students’ visual outputs, observations of group work, and statements made during the facilitated debriefing discussion. The analysis indicates the activation of critical reflection, increased awareness of gendered power relations, and the development of students’ agency, empathy, and solidarity. The article concludes with institutional recommendations for more inclusive learning environments.




Keywords

gender-sensitive pedagogy feminist pedagogy critical pedagogy transformative learning empowerment pedagogika wrażliwa na płeć pedagogika feministyczna pedagogika krytyczna uczenie się transformatywne upodmiotowienie

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How to Cite
Ryndzionek, M. (2026). Gender-Sensitive Pedagogy in Education:: Theoretical Frameworks and Anti-Discrimination Practices (A Case Study). Educational Forum, 38(Nr 2 (74), 93–110. https://doi.org/10.34862/fo.2025.2.6
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