Feminist Pedagogy in a Time of Coronavirus Pandemic

Author(s): FemTechNet
Date: 2020
Publication: FEMtechnet.org
Citation: FemTechNet. (2020). Feminist Pedagogy in a Time of Coronavirus Pandemic. Retrieved November 6, 2020, from https://femtechnet.org/feminist-pedagogy-in-a-time-of-coronavirus-pandemic/.
Section on webpage: Feminist Pedagogy – Online
Tenets: Connecting to the personal and to communities outside of academia. Promoting cooperative learning. Cultivating self-care and boundaries. 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 authors describe what they have learned about online education while organizing as an international network. They list many observations about online learning and feminist collectivity.

 

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: