to help students comprehend their lives. Jiménez wants to apply the feminist pedagogy to engage her students with the national and global issues of our everyday lives. "Intersections, which explains how intersectionality helps understand power and oppression, identity and agency." Judy Chicago Judy Chicago is an American artist, art educator and writer. She is best known for her work as a feminist artist and a pioneering feminist educator in the arts. Chicago developed the first feminist art program at Fresno State College in 1970. In 1972 Womanhouse was exhibited at CalArts to an audience of over 10,000. This large scale installation was the product of Judy Chicago and Miriam Schapiro Feminist Art Program and one of the first art pieces of its kind to center the experiences of women. Since then, Chicago has become a leading voice in Art Education. Her career as an art educator is chronicled in her 2014 book Institutional Time: A Critique of Art Education. Her collection of feminist teaching materials from 1970 to 2005 are archived at Penn State University where it is accessible through the Judy Chicago Art Education Collection. Practical implementation 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 can be utilized through the process of decentering power, where the educator distances themselves from their authority status and enables their students to have equal footing with them. Pedagogy can also be implemented practically by engaging in activism, within the classroom and outside of it. Decentering power One of the central tenets of feminist pedagogy is transforming the teacher and student relationship. Under this teaching method, educators seek to empower students by offering opportunities for critical thinking, self-analysis, and development of voice. Unlike many other ways 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 decentralized power creates a space for dialogue that reflects the multiple voices and realities of the students. By sharing the power, the educator and students move to an equal position in which students are given space to produce knowledge. Consciousness Raising One of the primary methods that feminist teachers utilize this decentering of power is through the process known as "consciousness