It is the teacher’s responsibility in a feminist classroom to create an environment where the students feel comfortable learning and working with each other (Laverick, 2008, p. 41).

This means that the power is shared between the students and the teachers and the resulting framework is one in which conflicts are addressed not through unilateral directives but through collaborative compromises. “Both teachers and students undertake and share the responsibility to be knowledge negotiators, rather than solely knowledge ‘providers’ or ‘takers'” (Wang, Chao, & Liao, 2011, p. 112).

Respect

“Feminist classrooms celebrate “difference,” establishing an atmosphere in which all participants are treated with respect and are encouraged to express their points of view” (Wang, Chao, & Liao, 2011, p. 112).

Sense of Struggle

Conflicts need to be acknowledged within the context of facilitating discussion. “A poststructural feminist classroom should become a place in which there is a sense of struggle. In this classroom, teachers and students can work together to overcome the estrangement and alienation that have long become the norm in the contemporary education system. Most importantly, after recognizing students’ resistance to the traditional processes, along with their individual differences, teachers can help these marginalized students engage in their learning process to work against the existing patriarchal education system and further, to deconstruct and transform it into a democratic learning atmosphere” (Wang, Chao, & Liao, 2011, p. 112).

Practice Makes Perfect

Facilitation in of itself is a balancing act that requires multiple iterations of practice to master effectively. It should not come at the expense of learning. “While many feminist educators strive to be facilitators, doing so is not always productive. Assuming authority may at times be necessary, especially to ensure that classes are focused and on-track” (Laverick, 2008, p. 17).