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.”

 

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.
Annotation:

 

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.”

 

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.”

 

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.

 

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.

 

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.

 

Distance Education: A Manifesto for Women’s Studies

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.

 

‘Don’t Hate Me Because I’m Virtual’: Feminist Pedagogy in the Online Classroom

Author(s): Chick, N. & Hassel, H.
Date: 2009
Publication: Feminist Teacher
Citation: Chick, N. & Hassel, H. (2009). ‘Don’t Hate Me Because I’m Virtual’: Feminist Pedagogy in the Online Classroom. Feminist Teacher 19(3), 195–215. https://www.jstor.org/stable/40546100.
Section on webpage: Feminist Pedagogy – Online
Tenets: 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 why moving feminist pedagogy to the online environment is important to keep up with the trends in education. By giving strategies for creating positive classroom dynamics and environments and discussing how online education gives students the opportunity to bridge classroom knowledge to their personal lives, the authors argue that digital learning can be just as rewarding and in-person class.

 

Feminist Cyberspaces: Pedagogies in Transition

Author(s): Collingwood, S. L. Quintana, A. E. & Smith, C. J.
Date: 2012
Publication: Cambridge Scholars Publishing
Citation: Collingwood, S. L., Quintana, A. E., & Smith, C. J. (2012). Feminist Cyberspaces: Pedagogies in Transition. Cambridge Scholars Publishing. https://bookshop.org/books/feminist-cyberspaces-pedagogies-in-transition/9781443836333.
Section on webpage: Feminist Pedagogy – Online
Tenets: 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: This book is a collection of essays that explore how new media technologies are being used in the feminist classroom. The collection has been structured to reflect the multifaceted nature of education today; learning takes place on a personal level through independent study and social media, it takes place at a local level in our classrooms and lecture halls, but it is also increasingly taking place on a global scale as new technologies foster international collaboration between individuals and organizations. In addition, there is a growing acceptance of learning in the collaborative 3-D classrooms of virtual worlds. These educational spaces are not mutually exclusive, as the contributions to this volume make clear. The anthology explores how technology is being used in antiviolence teaching, art education, HIV and AIDS education, and other specialized topics, but it also gives many examples of innovations in teaching introductory courses. The technology used ranges from the implementation of course management systems for large university classes to the use of digital storytelling in small groups outside the university. It also explores technology for removing barriers to people with disabilities in both traditional and online classrooms. The collection is not a how to book, but it does use practical experience as a basis for feminist theorizing of the classroom. All of the essays look at the use of new technology in the light of feminist pedagogy, seeking new ways to foster provocative, creative and non-hierarchical learning that transcends the physical boundaries of the university.