Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning

Author(s): Koseoglu, S.
Date: 2020
Publication: Asian Journal Distance Education
Citation: Koseoglu, S. (2020). Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning. Asian Journal Distance Education, 15(1), 277–90. https://doi.org/10.5281/zenodo.3893260.
Section on webpage: Feminist Pedagogy – Online
Tenets: Promoting reflexivity. Promoting cooperative learning. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Examining the “why” in addition to the “what”. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the author argues for a greater embracing of feminist pedagogy in distance education. She states that she views “feminist pedagogy as an ethical position as well as a pedagogical position that calls attentive ways of looking into structuring educational services, methods, policies, and legislations that create an inclusive learning space not just for women, but for all students who are disadvantaged in their education. Within this context, student participation can be framed as a means for transformation, contributing to one’s well-being, agency and sense of power.”

 

Integrating Feminist Pedagogy with Online Teaching: Facilitating Critiques of Patriarchal Visual Culture

Author(s): Lai, A. and Lu, L.
Date: 2009
Publication: Visual Culture & Gender
Citation: Lai, A., and Lu, L. (2009). Integrating Feminist Pedagogy with Online Teaching: Facilitating Critiques of Patriarchal Visual Culture. Visual Culture & Gender 4, 58–68. https://vcg.emitto.net/index.php/vcg/article/view/43/42.
Section on webpage: Feminist Pedagogy – Online
Tenets: Promoting reflexivity. Promoting cooperative learning. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Humanizing online teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the authors explore the intersectionality of asynchronous online discussion, feminist visual culture pedagogy, and online pedagogy. Specifically, the Interaction Analysis Model (IAM) as example of a quality online feminist pedagogy. As the authors discuss, IAM, “recognizes five cognitive activities involved in construction of knowledge through online discussions: (a) sharing and comparing of ideas, (b) cognitive dissonance, (c) co-constructing knowledge, (d) assessing proposed constructions, and (e) applying newly constructed knowledge.” They also bring up several problems in this model and how to overcome them such as, ” the lack of women’s voices, dearth of resources to understand women’s creativity, gender stereotypes in classical mythology, gender inequality in the art world, and learning about women’s lives through their creative works rather than the written records promoting male dominance.”

 

A Feminist Pedagogy through Online Education

Author(s): Ai, C.Y.
Date: 2016
Publication: Asian Journal of Women’s Studies
Citation: Ai, C. Y. (2016). “A Feminist Pedagogy Through Online Education.” Asian Journal of Women’s Studies 22(4), 372–91. https://doi.org/10.1080/12259276.2016.1242939.
Section on webpage: Feminist Pedagogy – Online
Tenets: Promoting cooperative learning. Presenting knowledge as constructed. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation: This paper explores “the current practice of online education from a gender perspective,” and, “how it can serve both as an opportunity and a limitation for women, particularly in Asia.” The author also looks into an example of gender education in a Korean online university, and uses this to offer suggestions to, “substantively and systematically supplement and activate online gender education not only in Korea but elsewhere in Asia as well.”

 

Transforming Higher Education with Distributed Open Collaborative Courses (DOCCs): Feminist Pedagogies and Networked Learning

Author(s): Losh, E.
Date: 2017
Publication: FEMtechnet.org
Citation: Losh, E. (2017). Transforming Higher Education with Distributed Open Collaborative Courses (DOCCs): Feminist Pedagogies and Networked Learning. FEMtechnet.org. https://www.academia.edu/4490117/Transforming_Higher_Education_with_Distributed_Open_Collaborative_Courses_DOCCs_Feminist_Pedagogies_and_Networked_Learning?email_work_card=view-paper.
Section on webpage: Feminist Pedagogy – Online
Tenets: Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
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Blending In: Reconciling Feminist Pedagogy and Distance Education Across Cultures

Author(s): Aneja, A.
Date: 2017
Publication: Gender and Education
Citation: <a href=https://doi.org/10.1080/09540253.2016.1237621.Aneja, A. (2017). Blending In: Reconciling Feminist Pedagogy and Distance Education Across Cultures. Gender and Education 29(7), 850–68. https://doi.org/10.1080/09540253.2016.1237621.
Section on webpage: Feminist Pedagogy – Online
Tenets: Connecting to the personal and to communities outside of academia. Promoting cooperative learning. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the author discusses distance education’s possible outreach to non-traditional women scholars and the pedagogy of a successful hybrid classroom teaching feminism. She mentions the benefits this type of learning has in developing countries and the challenges that many such pedagogies face such as subversions and transgressions and the ways to overcome them.

 

A Black Feminist Pedagogy

Author(s): Omolade, B.
Date: 1987
Publication: Women’s Studies Quarterly
Citation: Omolade, B. (1987). A Black Feminist Pedagogy. Women’s Studies Quarterly, 15(3/4), 32–39. http://www.jstor.org/stable/40003434.
Section on webpage: Feminist Pedagogy – Online
Tenets: Connecting to the personal and to communities outside of academia. Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Using technology intentionally to build communities and enhance learning.
Annotation: A work concerned with the experience of Black women in education, both in terms of pedagogy of Black women, by Black women, and for Black women, but also in terms of strategies that were developed due to marginality and isolation. This work focuses on the cultivation of an inclusive mindset by breaking down Western instruction procedures in terms of their exclusivity and chauvinism. There are three primary sections that the work is separated into: classroom power dynamics, the methodology of teaching writing skills, and mutual struggle for a better university.

 

Online Feminist Pedagogy: A New Doorway into Our Brick-and-Mortar Classrooms?

Author(s): Bailey, C.
Date: 2017
Publication: Feminist Teacher
Citation: Bailey, C. (2017). Online Feminist Pedagogy: A New Doorway into Our Brick-and-Mortar Classrooms? Feminist Teacher 27(2–3), 253–66. https://doi.org/10.5406/femteacher.27.2-3.0253.
Section on webpage: Feminist Pedagogy – Online
Tenets: Promoting reflexivity. Promoting cooperative learning. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation: In this paper, the author discusses several tenets of feminist pedagogy and how they intersect with virtual learning. She mentions many benefits and challenges to feminist teaching in this online space and provides strategies for ensuring the best possible virtual classroom environment.

 

Distance Education: A Perspective from Women’s Studies

Author(s): Patterson, N.
Date: 2009
Publication: Thirdspace: A Journal of Feminist Theory & Culture
Citation: Patterson, N. (2009). Distance Education: A Perspective from Women’s Studies. Thirdspace: A Journal of Feminist Theory & Culture 9 (1), 1-16. https://dergipark.org.tr/en/pub/intwojde/issue/8684/108449.
Section on webpage: Feminist Pedagogy – Online
Tenets: Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation: The author of this paper discusses a key problem of combining online distance learning and feminist pedagogy: “that distance education continually downplays the importance of a gender analysis despite the fact that women make up the majority of distance ed users.” This paper also discusses how distance learning techniques can be applied to in-class learning and how feminist teachers are increasingly using their experiences working in distance education to bridge the “gap between feminist pedagogy and distance education.”

 

Reflections on Forming a Virtually Feminist Pedagogy

Author(s): Bond, N.
Date: 2019
Publication: The Scholarly Teacher
Citation: Bond, N. (2019). Reflections on Forming a Virtually Feminist Pedagogy. The Scholarly Teacher. https://www.scholarlyteacher.com/post/reflections-on-forming-a-virtually-feminist-pedagogy.
Section on webpage: Feminist Pedagogy – Online
Tenets: Promoting reflexivity. Promoting cooperative learning. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation: The author discusses how virtual feminist pedagogy can, “promote pathways to the personal,” “shake up tradition and shift agency to students.” The author gives several strategies for completing these goals in the online classroom.

 

Encouraging Feminist Discussion in Asynchronous Online Teaching

Author(s): Pownall, M.
Date: 2021
Publication: Psychology of Women Quarterly
Citation: Pownall, M. (2021). Encouraging Feminist Discussion in Asynchronous Online Teaching. Psychology of Women Quarterly. https://doi.org/10.1177/03616843211027479.
Section on webpage: Feminist Pedagogy – Online
Tenets: Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation: