| Author(s): | Garcia Merchant, L. |
| Date: | 2018 |
| Publication: | American Quarterly |
| Citation: | Garcia Merchant, L. (2018). Chicana Feminism Virtually Remixed. American Quarterly 70(3), 605-607. https://muse.jhu.edu/article/704342/pdf. |
| Section on webpage: | Decolonizing Archives, Digitized Collections, and Digital Humanities |
| Tenets: | Connecting to the personal and to communities outside of academia. Concern with materiality (bodies, labor, not just virtual and discursive). |
| Annotation: |
| Author(s): | Cotera, M. |
| Date: | 2018 |
| Publication: | In Espinoza, D., Cotera, M., & Blackwell, M. (Eds.), Chicana Movidas: New Narratives of Activism and Feminism in the Movement Era |
| Citation: | Cotera, M. (2018). Unpacking our Mother’s Libraries: Chicana Memory Praxis Before and After the Digital Turn. In Espinoza, D., Cotera, M., & Blackwell, M. (Eds.), Chicana Movidas: New Narratives of Activism and Feminism in the Movement Era. University of Texas Press. https://utpress.utexas.edu/books/espinoza-cotera-blackwell-chicana-movidas. |
| Section on webpage: | Decolonizing Archives, Digitized Collections, and Digital Humanities |
| Tenets: | Connecting to the personal and to communities outside of academia. Concern with materiality (bodies, labor, not just virtual and discursive). Honoring diversity and lived experiences through intersectional approaches. |
| Annotation: |
| Author(s): | TheDOITCenter |
| Date: | 4/6/2017 |
| Publication: | YouTube |
| Citation: | TheDOITCenter. (2017, April 6). Quality Education is Accessible [Video]. YouTube. https://www.youtube.com/watch?v=q4_LKVTaXpo&feature=youtu.be. |
| Section on webpage: | Accessibility and Universal Design |
| 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. Honoring diversity and lived experiences through intersectional approaches. |
| Annotation: |
| Author(s): | Purcell, J. W. |
| Date: | 2017 |
| Publication: | Journal of Leadership Studies |
| Citation: | Purcell, J. W. (2017). Community-Engaged Pedagogy in the Virtual Classroom: Integrating EService-Learning Into Online Leadership Education. Journal of Leadership Studies 11(1), 65–70. https://doi.org/10.1002/jls.21515. |
| Section on webpage: | Feminist Pedagogy – Online |
| Tenets: | Connecting to the personal and to communities outside of academia. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
| 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. |
| Author(s): | Briggs, L. & McBride, K. B. |
| Date: | 2005 |
| Publication: | Rutgers University Press |
| Citation: | Briggs, L. & McBride, K. B. (2005). Distance Education: A Manifesto for Women’s Studies. In E. L. Kennedy & A. Beins (Eds.), Women’s Studies for the Future: Foundations, Interrogations, Politics (pp. 314–25). Rutgers University Press. https://tulane.box.com/s/r9hp1xbbxren7sh1tkndwyxdp06hc8t4. |
| Section on webpage: | Feminist Pedagogy – Online |
| Tenets: | Connecting to the personal and to communities outside of academia. Building equity, trust, mutual respect, and support. Considering alternative histories and narratives. 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 chapter, the authors give strategies for making distance education more, “women friendly,” through the analysis of several models and examples of feminist pedagogies in the online classroom. |
| 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. |