Category: Featured
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Allowing for Silence in the Asynchronous Online Classroom
A pedagogy of listening in a first year composition class necessitates allowing for silence. But what does silence look like in a course taught asynchronously and online? This past semester I taught first year college composition alongside a team of two fellow graduate teaching assistants. Our class was a hybrid online/in person model, which was…
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Power to the People! Vernaculars are Revolutionary
The day after I first read about “other Englishes” in my pedagogy class, an old friend remarked that I never speak anything but “the Queen’s English.” I was sad to admit he was right. Don’t misunderstand me. I’m an English teacher—I love English! That’s why I love “other Englishes.” Other Englishes arise and flourish when…
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Feminist Pedagogy after Roe
The recently leaked SCOTUS draft decision on Dobbs v. Jackson has generated turmoil in the lives of many feminist educators and their students. Although the final decision will not be released until this summer, experts agree that it is unlikely to change much from the leaked draft. Long-time activists, advocates, and scholars of reproductive rights,…
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Invitational rhetoric is powerful, but it needs a collective!
In the fall semester of 2021, four first-year graduate students, and one adjunct instructor and academic advisor, were connected to team-teach an asynchronous, first-year composition course. Our approach to team teaching used invitational rhetoric as a strategy to help students feel more comfortable sharing their ideas and writing since it deemphasizes argument and emphasizes the…
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Considering the Consequences of Continuing on as Normal
As students reviewed the prompt for their second essay of the semester, I started to get nervous. I could sense, almost tangibly, an overwhelming feeling of burnout from everyone. In my first-year writing courses, some version of this happens right around the fourth paper of the semester. To try and ameliorate those issues, I typically…
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Complicating “flexibility” in online learning from a feminist perspective
When I put together the syllabus for my “Introduction to Critical Disability Studies” class this term, I deliberately made the schedule, assignments, and grading policy maximally flexible (and I was proud of the final result). These decisions included a fully asynchronous format, multiple options for how to engage with each assignment, complete/incomplete grading for all…
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Welcome to the FPTO Blog!
Welcome to the inaugural edition of the Feminist Pedagogy for Online Teaching Blog! It is the hope of the Feminist Pedagogy for Online Teaching website curators that this blog will be a space for feminist educators to share insights and inspiration. Promoting the voices of feminist educators who have much to share is central to…