Participation Reflection
| Author(s): | Howard, Jacquelyne Thoni |
| Date: | 2023 |
| Publication: | Introduction to Data, Tulane University |
| Citation: | Howard, J.H. (2023). “Participation Reflection,” from Introduction to Data, Tulane University. |
| Section on webpage: | Annotated Assignments |
| 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. Examining the “why” in addition to the “what”. Cultivating self-care and boundaries. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
Reflexivity Reflection Paper Learning Activity
| Author(s): | Newman, Liv |
| Date: | 2021 |
| Publication: | Race, Racism, and Privilege, Loyola University New Orleans |
| Citation: | Newman, Liv. (2021). “Reflexivity Reflection Paper Learning Activity,” from Race, Racism, and Privilege, Loyola University New Orleans. |
| Section on webpage: | Annotated Assignments |
| Tenets: | Promoting reflexivity. Promoting cooperative learning. Cultivating self-care and boundaries. |
| Annotation: |
Social Media Learning as a Pedagogical Tool: Twitter and Engagement in Civic Dialogue and Public Policy
| Author(s): | Sweet-Cushman, J. |
| Date: | 2019 |
| Publication: | The Teacher |
| Citation: | Sweet-Cushman, J. (2019). Social Media Learning as a Pedagogical Tool: Twitter and Engagement in Civic Dialogue and Public Policy. The Teacher. doi:10.1017/S1049096519000933. |
| Section on webpage: | Blogs and Social Media |
| Tenets: | Promoting reflexivity. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Honoring diversity and lived experiences through intersectional approaches. Examining the “why” in addition to the “what”. Cultivating self-care and boundaries. Humanizing online teaching/learning. Creating cultures of care in online classrooms. |
| Annotation: |
Care and Culturally Responsive Pedagogy in Online Settings
| Author(s): | Kyei-Blankson, L. Blankson, J. & Ntuli, E. |
| Date: | 2019 |
| Publication: | IGI Global |
| Citation: | Kyei-Blankson, L., Blankson, J., & Ntuli, E. (2019). Care and Culturally Responsive Pedagogy in Online Settings. IGI Global. https://www.igi-global.com/book/care-culturally-responsive-pedagogy-online/210215. |
| Section on webpage: | General Teaching and Course Development |
| 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. Uncovering the causes of inequality and leveraging resources toward undoing power structures. 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: | As enrollment numbers continue to grow for online education classes, it is imperative instructors be prepared to teach students from diverse groups. Students who engage in learning in classrooms where their backgrounds are recognized and the instruction is welcoming and all-inclusive perform better. Individuals who teach in online settings must endeavor to create caring and culturally appropriate environments to encourage learning among all students irrespective of their demographic composition. Care and Culturally Responsive Pedagogy in Online Settings is a collection of innovative research on the incorporation of culturally sensitive teaching practices in online classrooms, and how these methods have had an impact on student learning. While highlighting topics including faculty teaching, restorative justice, and nontraditional students, this book is ideally designed for instructors, researchers, instructional designers, administrators, policymakers, and students seeking current research on online educators incorporating care and culturally responsive pedagogy into practice. |
Teaching with Tenderness: toward an Embodied Practice
| Author(s): | Thompson, B. W. |
| Date: | 2017 |
| Publication: | University of Illinois Press |
| Citation: | Thompson, B. W. (2017). Teaching with Tenderness: toward an Embodied Practice. University of Illinois Press. https://www.press.uillinois.edu/books/catalog/45hss6kk9780252041167.html. |
| Section on webpage: | General Teaching and Course Development |
| Tenets: | Building equity, trust, mutual respect, and support. Cultivating self-care and boundaries. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. |
| Annotation: | Teaching with Tenderness follows in the tradition of bell hooks’s Teaching to Transgress and Paulo Freire’s Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offers a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care. Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship. |
“You make yourself entirely available”: Emotional labour in a caring approach to online teaching
| Author(s): | Kennedy, E. Oliver, M. & Littlejohn, A. |
| Date: | 2022, April 15 |
| Publication: | Italian Journal of Educational Technology |
| Citation: | Kennedy, E., Oliver, M., & Littlejohn, A. (2022, April 15). “You make yourself entirely available”: Emotional labour in a caring approach to online teaching. Italian Journal of Educational Technology. DOI: 10.17471/2499-4324/1237 |
| Section on webpage: | Creating Cultures of Care |
| Tenets: | Building equity, trust, mutual respect, and support. 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: | This study examines the challenges experienced, and the pedagogy adopted, by university teachers as they transferred their teaching online during the Covid-19 pandemic. This study has implications for the debate around the justification of equivalent fees for online teaching, since it reveals more emotional labour is involved. The authors state that emotional labour is key to a pedagogy of care and online this can be even more difficult and demanding. However, emotional labour is rarely recognised, rewarded, or supported by universities. By not acknowledging the role of emotional labour in teaching online, structural inequalities in higher education are likely to become further entrenched. |
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. |
Feminist Pedagogy in a Time of Coronavirus Pandemic
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.” |