Call for Assignments
The Feminist Pedagogy for Teaching Online Guide promotes the feminist pedagogical practices of educators. FPTO is seeking assignments that operationalize one or more of the feminist pedagogical tenets listed on the “About” page. Selected annotated assignments will be featured on the guide and assignment authors will also be listed as contributors to FPTO in the “About” section. To submit an assignment for consideration, make a copy of this template, format your instructions and annotations how you want them to be published, and share your proposed annotated assignment with feministpedagogyonline@gmail.com. See the template for more detailed instructions.
Annotated Assignments
Awaida, Nadia. (2021). “Feminist Pedagogy in Teacher Education,“.
Bali, Maha. (2021). “Gratitude Journaling,” from Digital Literacies in an Intercultural Context, American University in Cairo.
Bond, Niya. (2020). “The Autowritography: Reflecting on your Writing Process and Project,” from English Composition II, Online Upper Iowa University.
Daniel, Clare. (2020).“Research Essay and Elevator Pitch Discussion: History of a Reproductive Issue,” from Reproductive Politics in New Orleans, Tulane University.
Daniel, Clare. (2021). “Social Annotations Using Hypothes.is,” from Sexuality, Knowledge Production, and Education, Tulane University.
Islam, Nirnoy H. (2021). “Reflections on Meme, Identity and Humour,” from Ethics of Media and Communication, University of Liberal Arts Bangladesh.
Jiménez-Cortés, Rocío. (2022). “Online Feminist Pedagogy: Life Experiences from the Ecodialogical Perspective,” University of Seville.
Lang, Julia. (2023). “Building an Authentic Introduction (using AI),” Taylor Your Life, Tulane University.
Newman, Liv. (2023). “Images of Representation ‘Zine Learning Activity,” from Race, Racism, and Privilege, Loyola University New Orleans.
Newman, Liv. (2021). “Reflexivity Reflection Paper Learning Activity,” from Race, Racism, and Privilege, Loyola University New Orleans.
Newman, Liv. (2023). “Weekly Discussion Board Learning Activity,” from Race, Racism, and Privilege, Loyola University New Orleans.
Newman, Liv. (2021). “Research Study Proposal Project (Final Exam),” from Deviant Behavior, Loyola University New Orleans,
Raub, Chloe. (2021). “Creating Wikipedia Articles with Gender in Mind,” from Archives, Identity, and Power, Tulane University.
Raub, Chloe. (2021). “Feminist Zine Making,” from Archives, Identity, and Power, Tulane University.
Shelton, Catharyn. (2021). “Dissecting Current Events through Collaborative Virtual Mind Mapping with Google Draw,” from Technology in the Classroom, Northern Arizona University.
Thoni Howard, Jacquelyne. (2018). “Discussion Leader Assignment,” from Understanding Historical Change, Fordham University.
Thoni Howard, Jacquelyne. (2020).”Source Presenter Assignment,” from Feminist Epistemologies and Research Design, Tulane University.
Thoni Howard, Jacquelyne (2023). “Participation Reflection,” from Introduction to Data, Tulane University.
Thoni Howard, Jacquelyne. (2023). “Online Peer Review Activity using a modified version of Liz Lerman’s Critical Response Process.” Introduction to Data, Tulane University.
(For more information about the original process, see Liz Lerman’s “Critical Response Process.”)
Thurston, T. (2020). “Digital #powerups: hashtags to empower higher-order student engagement in online discussions,” in A. deNoyelles, A. Albrecht, S. Bauer, & S. Wyatt (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/digital-powerups-hashtags-to-empower-higher-order-student-engagement-in-online-discussions/.
Young, Mel. (2021). “Fostering community through group work on a collaborative Open Textbook project,” Cambrian College.