Introduction Critical Community Engagement: Feminist Pedagogy Meets Civic Engagement

Author(s): Costa, L. M. & Leong, K. J.
Date: 2012
Publication: Feminist Teacher
Citation: Costa, L. M., & Leong, K. J. (2012). Introduction Critical Community Engagement: Feminist Pedagogy Meets Civic Engagement. Feminist Teacher, 22(3), 171–180. https://doi.org/10.5406/femteacher.22.3.0171
Section on webpage: Feminist Pedagogy – Online
Tenets: Connecting to the personal and to communities outside of academia. Promoting reflexivity. Building equity, trust, mutual respect, and support. 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”. Cultivating self-care and boundaries.
Annotation: Exploration of how civic engagement has remained a contested topic among feminist academics. The work goes on to discuss how civic engagement has always been a part of Women and Gender Studies’ (WGS) academics work, but how it is often discredited due to the fact that it gets labeled as “activism.” The paper then goes on to demonstrate the critical approach that WGS scholars bring to their pedagogies, emphasizing their credibility. It then goes on to identify the themes that have been emerging in WGS scholar’s conversations surrounding civic engagement and the dynamics of entering the national civic engagement movement on terms other than their own.

 

Combining Feminist Pedagogy and Transactional Distance to Create Gender-Sensitive Technology-Enhanced Learning

Author(s): Herman, C. & Kirkup, G.
Date: 2017
Publication: Gender and Education
Citation: Herman, C., & Kirkup, G. (2017). Combining Feminist Pedagogy and Transactional Distance to Create Gender-Sensitive Technology-Enhanced Learning. Gender and Education 29(6), 781–95. https://doi.org/10.1080/09540253.2016.1187263.
Section on webpage: Feminist Pedagogy – Online
Tenets: Promoting reflexivity. Building equity, trust, mutual respect, and support. Promoting cooperative learning. 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. Cultivating self-care and boundaries. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation: In this paper, the authors, “argue for a new synthesis of two pedagogic theories: feminist pedagogy and transactional distance, which explain why and how distance education has been such a positive system for women in a national distance learning university.” Using, “examples of positive action initiatives for women,” the authors demonstrate how, “feminist distance learning… has offered successful technology-enhanced learning and educational opportunities.”

 

Women’s Studies on Television? It’s Time for Distance Learning

Author(s): Hopkins, A. H.
Date: 1996
Publication: NWSA Journal
Citation: Hopkins, A. H. (1996). Women’s Studies on Television? It’s Time for Distance Learning. NWSA Journal 8(2), 91-106. Retrieved October 12, 2020. http://www.jstor.org/stable/4316442.
Section on webpage: Feminist Pedagogy – Online
Tenets: Building equity, trust, mutual respect, and support. Promoting cooperative learning. 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. Considering alternative histories and narratives. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation: This article discusses one professor’s job teaching the only live-cable introductory women’s studies survey course in her region. At the time of this article, this was one of only four women’s studies courses being taught in the United States. The author discusses both the obstacles she faced and the strategies she used 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.

 

Scavenger Hunts & Photo essays: Helping students see inequality in the world around them through Project-Based Learning

Author(s): Cabaniss, E. & Parrotta, K.
Date: 4/13/2022
Publication: DigitalCommons@CalPoly
Citation: Cabaniss, E., & Parrotta, K. (2022, April 13). Scavenger Hunts & Photo essays: Helping students see inequality in the world around them through Project-Based Learning. DigitalCommons@CalPoly. Retrieved February 28, 2023, from https://digitalcommons.calpoly.edu/feministpedagogy/vol2/iss2/2/
Section on webpage: Feminist Pedagogy – Online
Tenets: Connecting to the personal and to communities outside of academia. Promoting reflexivity. Concern with materiality (bodies, labor, not just virtual and discursive). Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. 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. Considering alternative histories and narratives. Examining the “why” in addition to the “what”.
Annotation: