Gendered Subjects: the Dynamics of Feminist Teaching

Author(s): Portuges, C. & Culley, M.
Date: 2014
Publication: Routledge
Citation: Portuges, C., & Culley, M. (2014). Gendered Subjects: the Dynamics of Feminist Teaching. Routledge. https://www.routledge.com/Gendered-Subjects-RLE-Feminist-Theory-The-Dynamics-of-Feminist-Teaching/Portuges-Culley/p/book/9780415754170.
Section on webpage: Feminist Pedagogy – General
Tenets: 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. Considering alternative histories and narratives.
Annotation: Gendered Subjects combines a number of classic statements on feminist pedagogy from the 1970s with recent original essays making significant and original contributions to the field. As the new scholarship on women has changed the content and structure of knowledge in every field, so this collection aims to mirror this impact on feminist pedagogy, with articles ranging from broad theoretical perspectives on the realities of the classroom to international explorations on how race, gender and class, and political orientation inform feminist enquiry.

 

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.
Annotation:

 

Designing Critically: Feminist Pedagogy for Digital / Real Life

Author(s): Rodríguez Milanés, C. & deNoyelles, A.
Date: 2014
Publication: Hybrid Pedagogy
Citation: Rodríguez Milanés, C. & Denoyelles, A. (2014). Designing Critically: Feminist Pedagogy for Digital / Real Life. Hybrid Pedagogy. https://hybridpedagogy.org/designing-critically-feminist-pedagogy-digital-real-life/.
Section on webpage: Feminist Pedagogy – Online
Tenets: Concern with materiality (bodies, labor, not just virtual and discursive). 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. Using technology intentionally to build communities and enhance learning.
Annotation:

 

Women’s Studies Online: Cyberfeminism or Cyberhype?

Author(s): Schweitzer, I.
Date: 2001
Publication: Women’s Studies Quarterly
Citation: Schweitzer, I. (2001). Women’s Studies Online: Cyberfeminism or Cyberhype?. Women’s Studies Quarterly 29(3), 187–217. https://www.jstor.org/stable/40003753.
Section on webpage: Feminist Pedagogy – Online
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. Examining the “why” in addition to the “what”. Using technology intentionally to build communities and enhance learning.
Annotation: “Schweitzer believes that Web technology constitutes the greatest opportunity for feminism and progressive politics in the new century. With certain very important caveats, Web technology and Web-related teaching have the potential to actualize some of the basic goals of feminism and feminist pedagogy.”

 

Feminist Pedagogy in Higher Education: Critical Theory and Practice

Author(s): Bondy, R. Light, T. P. & Nicholas, J.
Date: 2015
Publication: Wilfrid Laurier University Press
Citation: Bondy, R., Light, T. P., & Nicholas, J. (2015). Feminist Pedagogy in Higher Education: Critical Theory and Practice. Wilfrid Laurier University Press. https://www.wlupress.wlu.ca/Books/F/Feminist-Pedagogy-in-Higher-Education.
Section on webpage: Feminist Pedagogy – General
Tenets: 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. Examining the “why” in addition to the “what”.
Annotation: This book discusses the processes employed to engage learners by challenging them to ask tough questions and craft complex answers, wrestle with timely problems and posit innovative solutions, and grapple with ethical dilemmas for which they seek just resolutions. Diverse experiences, interests, and perspectives―together with the various teaching and learning styles that participants bring to twenty-first-century universities―necessitate inventive and evolving pedagogical approaches, and these are explored from a critical perspective. The contributors collectively consider the implications of the theory/practice divide, which remains central within academic feminism’s role as both a site of social and gender justice and as a part of the academy, and map out some of the ways in which academic feminism is located within the academy today.

 

Feminist Pedagogy: Looking Back to Move Forward

Author(s): Crabtree, R. Sapp, D. A. & Licona, A. C.
Date: 2009
Publication: The Johns Hopkins University Press
Citation: Crabtree, R., Sapp, D. A., & Licona, A. C. (2009). Feminist Pedagogy: Looking Back to Move Forward. The Johns Hopkins University Press. https://jhupbooks.press.jhu.edu/title/feminist-pedagogy.
Section on webpage: Feminist Pedagogy – General
Tenets: Promoting reflexivity. 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. Considering alternative histories and narratives. Examining the “why” in addition to the “what”.
Annotation: This collection of essays traces the evolution of feminist pedagogy over the past twenty years, exploring both its theoretical and its practical dimensions. Feminist pedagogy is defined as a set of epistemological assumptions, teaching strategies, approaches to content, classroom practices, and teacher-student relationships grounded in feminist theory. To apply this philosophy in the classroom, the editors maintain that feminist scholars must critically engage in dialogue and reflection about both what and how they teach, as well as how who they are affects how they teach. In identifying the themes and tensions within the field and in questioning why feminist pedagogy is particularly challenging in some educational environments, these articles illustrate how and why feminist theory is practiced in all kinds of classrooms. In exploring feminist pedagogy in all its complexities, the contributors identify the practical applications of feminist theory in teaching practices, classroom dynamics, and student-teacher relationships. This volume will help readers develop theoretically grounded classroom practices informed by the advice and experience of fellow practitioners and feminist scholars.

 

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.”

 

Women’s Studies on Television? It’s Time for Distance Learning

Author(s): Hopkins, A. H.
Date: 1996
Publication: NWSA Journal
Citation: Hopkins, A. H. (1996). Women’s Studies on Television? It’s Time for Distance Learning. NWSA Journal 8(2), 91-106. Retrieved October 12, 2020. http://www.jstor.org/stable/4316442.
Section on webpage: Feminist Pedagogy – Online
Tenets: 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. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation: This article discusses one professor’s job teaching the only live-cable introductory women’s studies survey course in her region. At the time of this article, this was one of only four women’s studies courses being taught in the United States. The author discusses both the obstacles she faced and the strategies she used to overcome them.

 

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.”

 

Integrating Feminist Pedagogy with Online Teaching: Facilitating Critiques of Patriarchal Visual Culture

Author(s): Lai, A. and Lu, L.
Date: 2009
Publication: Visual Culture & Gender
Citation: Lai, A., and Lu, L. (2009). Integrating Feminist Pedagogy with Online Teaching: Facilitating Critiques of Patriarchal Visual Culture. Visual Culture & Gender 4, 58–68. https://vcg.emitto.net/index.php/vcg/article/view/43/42.
Section on webpage: Feminist Pedagogy – Online
Tenets: Promoting reflexivity. 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. Humanizing online teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the authors explore the intersectionality of asynchronous online discussion, feminist visual culture pedagogy, and online pedagogy. Specifically, the Interaction Analysis Model (IAM) as example of a quality online feminist pedagogy. As the authors discuss, IAM, “recognizes five cognitive activities involved in construction of knowledge through online discussions: (a) sharing and comparing of ideas, (b) cognitive dissonance, (c) co-constructing knowledge, (d) assessing proposed constructions, and (e) applying newly constructed knowledge.” They also bring up several problems in this model and how to overcome them such as, ” the lack of women’s voices, dearth of resources to understand women’s creativity, gender stereotypes in classical mythology, gender inequality in the art world, and learning about women’s lives through their creative works rather than the written records promoting male dominance.”