Examining (dis)embodiment in virtual teaching/learning. – Page 2 – Feminist Pedagogy for Teaching Online

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.

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.

Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy

Author(s):	Gajjala, R. Behrmann, E. M. Birzescu, A. Corbett, A. & Bondor, K. F.
Date:	2017
Publication:	University of Chicago Press
Citation:	Gajjala, R., Behrmann, E. M., Birzescu, A., Corbett, A., & Bondor, K. F. (2017). Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy. In E. Losh (Ed.), MOOCs and Their Afterlives. University of Chicago Press. https://doi.org/10.7208/chicago/9780226469591.003.0010.

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:	The authors in this article describe unique methods for teaching feminist pedagogies using social media and creating safe spaces for students on these platforms. The authors provide tools for building an environment of mutual respect and support and integrating cooperative learning to build these spaces.

Technology Policy, Gender, and Cyberspace

Author(s):	Kramarae, C.
Date:	1997
Publication:	Duke Journal of Gender Law & Policy
Citation:	Kramarae, C. (1997). Technology Policy, Gender, and Cyberspace. Duke Journal of Gender Law & Policy 4(1), 149–58. https://scholarship.law.duke.edu/djglp/vol4/iss1/7/.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	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. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation:	The author discusses various aspects and strategies of online learning that are important for feminist pedagogy. These include making cyberspace hospitable, participatory education, and inclusion of women’s knowledge in electronic education.

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.”

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.