8 Creative Ideas For Active Learning Activities To Include In Your ELearning Course

Author(s): Pappas, C.
Date: 2017
Publication: eLearning Industry
Citation: Pappas, C. (2017, March 12). 8 Creative Ideas For Active Learning Activities To Include In Your ELearning Course. eLearning Industry. https://elearningindustry.com/creative-ideas-active-learning-activities-include-elearning-course.
Section on webpage: Active Learning and Student Engagement
Tenets: Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning.
Annotation:

 

‘This Class Meets in Cyberspace’: Women’s Studies via Distance Education

Author(s): Rose, E.C.
Date: 1995
Publication: Feminist Teacher
Citation: Rose, E.C. (1995). ‘This Class Meets in Cyberspace’: Women’s Studies via Distance Education. Feminist Teacher 9(2), 53–60. https://www.jstor.org/stable/40545706.
Section on webpage: Feminist Pedagogy – Online
Tenets: Building equity, trust, mutual respect, and support. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation: In this paper, the author mentions many possible benefits to virtual feminist pedagogy such as, “meeting the instructional needs of a demographically diverse student population (including many who work fulltime or who live inconvenient distances from institutions of higher education) to pooling scarce resources in an increasingly stringent economy.” She also mentions several challenges of this type of learning, but offers up her own program, the Feminist Theories course via distance education to students at the University of Nevada, Reno (UNR), as a successful model of how to overcome many of these challenges.

 

Women’s Studies Online: Cyberfeminism or Cyberhype?

Author(s): Schweitzer, I.
Date: 2001
Publication: Women’s Studies Quarterly
Citation: Schweitzer, I. (2001). Women’s Studies Online: Cyberfeminism or Cyberhype?. Women’s Studies Quarterly 29(3), 187–217. https://www.jstor.org/stable/40003753.
Section on webpage: Feminist Pedagogy – Online
Tenets: Building equity, trust, mutual respect, and support. 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”. Using technology intentionally to build communities and enhance learning.
Annotation: “Schweitzer believes that Web technology constitutes the greatest opportunity for feminism and progressive politics in the new century. With certain very important caveats, Web technology and Web-related teaching have the potential to actualize some of the basic goals of feminism and feminist pedagogy.”

 

Reimagining a Feminist Virtual Classroom Amidst a Global Pandemic

Author(s): Sharoni, S.
Date: 2020
Publication: SAGE Journals Blog
Citation: Sharoni, S. (2020). Reimagining a Feminist Virtual Classroom Amidst a Global Pandemic. SAGE Journals Blog. https://journalsblog.sagepub.com/blog/reimagining-a-feminist-virtual-classroom-amidst-a-global-pandemic.
Section on webpage: Feminist Pedagogy – Online
Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Using technology intentionally to build communities and enhance learning.
Annotation:

 

Beyond Ms. Magazine: Feminist Pedagogy in the Online Classroom

Author(s): Skwiot, E.
Date: 2017
Publication: Colorado State University: Global Campus
Citation: Skwiot, E. (2017). Beyond Ms. Magazine: Feminist Pedagogy in the Online Classroom. Colorado State University: Global Campus, Faculty Speaker Series. https://www.youtube.com/watch?v=cXlWvM7xBNg.
Section on webpage: Feminist Pedagogy – Online
Tenets: Building equity, trust, mutual respect, and support. Honoring diversity and lived experiences through intersectional approaches. Using technology intentionally to build communities and enhance learning.
Annotation:

 

Freire and a Feminist Pedagogy of Difference

Author(s): Weiler, K.
Date: 1991
Publication: Harvard Educational Review
Citation: Weiler, Kathleen. (1991). Freire and a Feminist Pedagogy of Difference. Harvard Educational Review. 1 December 1991; 61 (4): 449–475. doi: https://doi.org/10.17763/haer.61.4.a102265jl68rju84.
Section on webpage: Feminist Pedagogy – Online
Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Honoring diversity and lived experiences through intersectional approaches. Examining the “why” in addition to the “what”.
Annotation: Educator Kathleen Weiler deconstructs Western knowledge systems using a feminist lens. In this work she references Paulo Freire, a Brazilian educator and philosopher, who was a leading advocate of critical pedagogy. By using her feminist lens, she is able to add a bit more breadth to Freire’s pedagogy. Her critiques are broken down into three sections: questioning of authority, personal experience as a source of knowledge, and exploration of the perspectives of a wider range of demographics.

 

Feminist Pedagogy in Higher Education: Critical Theory and Practice

Author(s): Bondy, R. Light, T. P. & Nicholas, J.
Date: 2015
Publication: Wilfrid Laurier University Press
Citation: Bondy, R., Light, T. P., & Nicholas, J. (2015). Feminist Pedagogy in Higher Education: Critical Theory and Practice. Wilfrid Laurier University Press. https://www.wlupress.wlu.ca/Books/F/Feminist-Pedagogy-in-Higher-Education.
Section on webpage: Feminist Pedagogy – General
Tenets: 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. Examining the “why” in addition to the “what”.
Annotation: This book discusses the processes employed to engage learners by challenging them to ask tough questions and craft complex answers, wrestle with timely problems and posit innovative solutions, and grapple with ethical dilemmas for which they seek just resolutions. Diverse experiences, interests, and perspectives―together with the various teaching and learning styles that participants bring to twenty-first-century universities―necessitate inventive and evolving pedagogical approaches, and these are explored from a critical perspective. The contributors collectively consider the implications of the theory/practice divide, which remains central within academic feminism’s role as both a site of social and gender justice and as a part of the academy, and map out some of the ways in which academic feminism is located within the academy today.

 

Feminist Pedagogy: Looking Back to Move Forward

Author(s): Crabtree, R. Sapp, D. A. & Licona, A. C.
Date: 2009
Publication: The Johns Hopkins University Press
Citation: Crabtree, R., Sapp, D. A., & Licona, A. C. (2009). Feminist Pedagogy: Looking Back to Move Forward. The Johns Hopkins University Press. https://jhupbooks.press.jhu.edu/title/feminist-pedagogy.
Section on webpage: Feminist Pedagogy – General
Tenets: Promoting reflexivity. 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. Considering alternative histories and narratives. Examining the “why” in addition to the “what”.
Annotation: This collection of essays traces the evolution of feminist pedagogy over the past twenty years, exploring both its theoretical and its practical dimensions. Feminist pedagogy is defined as a set of epistemological assumptions, teaching strategies, approaches to content, classroom practices, and teacher-student relationships grounded in feminist theory. To apply this philosophy in the classroom, the editors maintain that feminist scholars must critically engage in dialogue and reflection about both what and how they teach, as well as how who they are affects how they teach. In identifying the themes and tensions within the field and in questioning why feminist pedagogy is particularly challenging in some educational environments, these articles illustrate how and why feminist theory is practiced in all kinds of classrooms. In exploring feminist pedagogy in all its complexities, the contributors identify the practical applications of feminist theory in teaching practices, classroom dynamics, and student-teacher relationships. This volume will help readers develop theoretically grounded classroom practices informed by the advice and experience of fellow practitioners and feminist scholars.

 

Twenty-First-Century Feminist Classrooms: Pedagogies of Identity and Difference

Author(s): MacDonald, A. & Sánchez-Casal, S.
Date: 2002
Publication: Palgrave Macmillan
Citation: MacDonald, A., & Sánchez-Casal, S. (2002). Twenty-First-Century Feminist Classrooms: Pedagogies of Identity and Difference. Palgrave Macmillan. https://www.palgrave.com/gp/book/9780312295349.
Section on webpage: Feminist Pedagogy – General
Tenets: 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.
Annotation: This book is centrally concerned with crucial theoretical and practical aspects of teaching in the national and global borderlands of gender, race, and sexuality studies. The cross-cultural feminist focus of this anthology allows the contributors to consider the various ways in which global and national frameworks intersect in the classroom and in students’ thinking, and also the ways in which power and authority are developed, directed, and deployed in the feminist classroom. This volume provides a critical elaboration of provocative, self-reflexive questions for feminist cultural and intellectual practice for the 21st century. In doing so, the volume provides a site for engaged feminist self-criticism for the specific purpose of reinvigorating a critical pedagogical practice grounded in multicultural feminist identities.

 

Teaching Feminist Activism: Strategies from the Field

Author(s): Naples, N. A. & Bojar, K.
Date: 2002
Publication: Routledge
Citation: Naples, N. A., & Bojar, K. (2002). Teaching Feminist Activism: Strategies from the Field. Routledge. https://www.routledge.com/Teaching-Feminist-Activism-Strategies-from-the-Field/Naples-Bojar/p/book/9780415931878.
Section on webpage: Feminist Pedagogy – General
Tenets: Connecting to the personal and to communities outside of academia. Building equity, trust, mutual respect, and support. 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.
Annotation: From theoretical analysis to practical teaching tools, an indispensable guide for educators seeking to link feminist theory and activism to their teaching. Included are web sites, videos, recommended texts, and additional course outlines.