that operate from within a feminist pedagogical framework value integrity of the participants and the collective respect of existing differences in experiences and knowledge. Validation of student realities fosters the development of individual talents and ability and solidification of group cohesion. Empowerment of the student body is achievable through the intentional dissemination of traditional classroom power relations. It is understood and central to the success and progression of the classroom space that power is shared throughout all its constituents. In traditional academic settings, the position of power is maintained through the authority exercised by the instructor. The structure of this power relation solely validates the teacher's experiences and knowledge, maintaining that students have little to offer in the facilitation of learning. At its core, feminist pedagogy aims to decenter power in the classroom to give students the opportunity to voice their perspectives, realities, knowledge, and needs. This tool will utilize the process of decentering power, where the educator distances themselves from their authority status and enables their students to have equal footing with them. Unlike many other methods of teaching, feminist pedagogy challenges lectures, memorization, and tests as methods for developing and transferring knowledge. Feminist pedagogy maintains that power in the classroom should be delicately balanced between teacher and students to inform curriculum and classroom practices. The sharing of energy creates a space for dialogue that reflects the multiple voices and realities of the students. By sharing the power and promoting voice among students, the educator and students move to a more a democratic and respectful relationship that recognizes the production of knowledge by both parties. The shared power also decentralizes dominant traditional understandings of learning by allowing students to engage with the professor freely, instead of having the professor give students information. Feminist pedagogical theorists not only question the current climate of the classroom but engage in speculations of what it could exist as. Understandings facilitated within the classroom space is not meant to live within the confines of academia but are encouraged to promote social activism. Theory and classroom explorations are positioned to their social contexts and implications. Students are encouraged to take what they learn in the classroom and apply their understandings to institute social change. History Feminist pedagogy evolved in conjunction with the growth of women's studies within the academic institution. The increased awareness of sexism occurring on college campuses and the need to promote professionalism