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Discussion Leader Assignment
| Author(s): | Howard, Jacquelyne Thoni |
| Date: | 2018 |
| Publication: | Feminist Epistemologies and Research Design, Tulane University |
| Citation: | Howard, J.H. (2018). “Discussion Leader Assignment,” from Feminist Epistemologies and Research Design, Tulane University. |
| Section on webpage: | Annotated Assignments |
| Tenets: | Promoting reflexivity. 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”. 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. |
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Using Rubrics
| Author(s): | Boston College |
| Date: | |
| Publication: | Canvas Instructor Documentation and Tutorials |
| Citation: | Boston College. Using Rubrics. Canvas Instructor Documentation and Tutorials. Retrieved July 7, 2020, from, https://bostoncollege.instructure.com/courses/1292000/pages/using-rubrics. |
| Section on webpage: | Canvas Tools |
| 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 (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning. |
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Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning
| Author(s): | Hrach, S. |
| Date: | 2021 |
| Publication: | West Virginia Press |
| Citation: | Hrach, S. (2021). Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning. West Virginia Press. https://wvupressonline.com/node/866. |
| Section on webpage: | General Teaching and Course Development |
| Tenets: | Concern with materiality (bodies, labor, not just virtual and discursive). Promoting cooperative learning. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. |
| Annotation: | “Starting from new research on the body—aptly summarized as ‘sitting is the new smoking’—Minding Bodies aims to help instructors improve their students’ knowledge and skills through physical movement, attention to the spatial environment, and sensitivity to humans as more than “brains on sticks.” It shifts the focus of adult learning from an exclusively mental effort toward an embodied, sensory-rich experience, offering new strategies to maximize the effectiveness of time spent learning together on campus as well as remotely.” |
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. |
In Online Courses, Students Learn More by Doing Than by Watching
| Author(s): | Wexler, E. |
| Date: | 2015 |
| Publication: | The Chronicle of Higher Education Blogs: Wired Campus |
| Citation: | Wexler, E. (2015, September 16). In Online Courses, Students Learn More by Doing Than by Watching. The Chronicle of Higher Education Blogs: Wired Campus. https://www.chronicle.com/blogs/wiredcampus/in-online-courses-students-learn-more-by-doing-than-by-watching. |
| Section on webpage: | Active Learning and Student Engagement |
| Tenets: | Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. |
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“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. |
‘This Class Meets in Cyberspace’: Women’s Studies via Distance Education
| Author(s): | Rose, E.C. |
| Date: | 1995 |
| Publication: | Feminist Teacher |
| Citation: | Rose, E.C. (1995). ‘This Class Meets in Cyberspace’: Women’s Studies via Distance Education. Feminist Teacher 9(2), 53–60. https://www.jstor.org/stable/40545706. |
| Section on webpage: | Feminist Pedagogy – Online |
| Tenets: | Building equity, trust, mutual respect, and support. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning. |
| Annotation: | In this paper, the author mentions many possible benefits to virtual feminist pedagogy such as, “meeting the instructional needs of a demographically diverse student population (including many who work fulltime or who live inconvenient distances from institutions of higher education) to pooling scarce resources in an increasingly stringent economy.” She also mentions several challenges of this type of learning, but offers up her own program, the Feminist Theories course via distance education to students at the University of Nevada, Reno (UNR), as a successful model of how to overcome many of these challenges. |
Intentionally Equitable Hospitality in Hybrid Video Dialogue: The Context of Virtually Connecting
| Author(s): | Bali, M. Caines, A. Hogue, R. J. Dewaard, H. J. & Friedrich, C. |
| Date: | 2019 |
| Publication: | eLearn Magazine |
| Citation: | Bali, M., Caines, A., Hogue, R. J., Dewaard, H. J., & Friedrich, C. (2019, May). Intentionally Equitable Hospitality in Hybrid Video Dialogue: The Context of Virtually Connecting. elearn Magazine. https://elearnmag.acm.org/featured.cfm?aid=3331173. |
| Section on webpage: | Active Learning and Student Engagement |
| 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. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. |
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