Since 1996, Stuart Hall has written that no intellectual who truly wants to fulfill this role and no university that wants to face the 21st century with pride in its adequacy can afford to ignore the racial and ethnic problems that plague our world (Hall, 1996: p. 343). Indeed, we may claim that gender issues are just as critical to the adequacy of educational institutions and educators. The present work is based on the recognition of the difficulties that educators face in translating social justice-based policy into an emancipatory pedagogy in the classroom when the gender perspective is absent. Indeed, many of the difficulties that educators face today are due to the absence of a critical feminist reading of the world, a point that has been recently highlighted in the relevant literature (Gale de Saxe, 2016). In this work, I propose a Critical Feminist Revolutionary Pedagogy based on the discussions about critical revolutionary pedagogy and resistance practices thus offering educators the opportunity to reflect on how education is a form of cultural politics and how practices such as participation in reflective and critical discussions as well as reflection can offer new ways of challenging the “traditional” nature of school education as well as different sources of empowerment.
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