Complicating “flexibility” in online learning from a feminist perspective.
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: |
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. |
| Annotation: |
Dissecting Current Events through Collaborative Virtual Mind Mapping with Google Draw
| Author(s): | Shelton, Catharyn |
| Date: | 2021 |
| Publication: | Technology in the Classroom, Northern Arizona University |
| Citation: | Shelton, C. (2021). “Dissecting Current Events through Collaborative Virtual Mind Mapping with Google Draw,” from Technology in the Classroom, Northern Arizona University. |
| Section on webpage: | Annotated Assignments |
| Tenets: | Connecting to the personal and to communities outside of academia. Promoting reflexivity. Examining the “why” in addition to the “what”. Humanizing online teaching/learning. |
| Annotation: |
Research Study Proposal Project (Final Exam)
| Author(s): | Newman, Liv |
| Date: | 2021 |
| Publication: | Deviant Behavior, Loyola University New Orleans |
| Citation: | Newman, Liv. (2021). “Research Study Proposal Project (Final Exam,” from Deviant Behavior, Loyola University New Orleans.</a. |
| Section on webpage: | Annotated Assignments |
| Tenets: | Promoting reflexivity. 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. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives. Examining the “why” in addition to the “what”. |
| Annotation: |
Blogging in the Classroom: Technology, Feminist Pedagogy, and Participatory Learning
| Author(s): | Roth, J. |
| Date: | 2008 |
| Publication: | Atlantis |
| Citation: | Roth, J. (2008). Blogging in the Classroom: Technology, Feminist Pedagogy, and Participatory Learning. Atlantis. https://journals.msvu.ca/index.php/atlantis/article/view/580. |
| Section on webpage: | Blogs and Social Media |
| Tenets: | Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Examining the “why” in addition to the “what”. Creating cultures of care in online classrooms. |
| Annotation: | This exploration of blogs as a tool for enhancing feminist participatory learning is situated within extant technofeminist debates and grows out of assignments in a feminist cultural studies class. |
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: |
Feminist Postdigital Inquiry in the Ruins of Pandemic Universities
| Author(s): | Hurley, Z. Al-Ali, K. |
| Date: | 2021 |
| Publication: | Postdigit Sci Educ 3, 771–792 |
| Citation: | Hurley, Z., Al-Ali, K. (2021). Feminist Postdigital Inquiry in the Ruins of Pandemic Universities. Postdigit Sci Educ 3, 771–792. https://doi.org/10.1007/s42438-021-00254-4 |
| Section on webpage: | Considering Big Tech and Technology Integration |
| Tenets: | Presenting knowledge as constructed. 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”. |
| Annotation: |
‘I Could Have Told You That Wouldn’t Work’: Cyberfeminist Pedagogy in Action
| Author(s): | Richards, R. S. |
| Date: | 2011 |
| Publication: | Feminist Teacher |
| Citation: | Richards, R. S. (2011). ‘I Could Have Told You That Wouldn’t Work’: Cyberfeminist Pedagogy in Action. Feminist Teacher 22(1), 5–22. https://doi.org/10.5406/femteacher.22.1.0005. |
| Section on webpage: | Feminist Pedagogy – Online |
| Tenets: | Promoting reflexivity. Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining the “why” in addition to the “what”. Using technology intentionally to build communities and enhance learning. |
| Annotation: | In this article, the author argues that feminist teachers who embrace Web 2.0 technologies as part of their teaching praxis need to theorize and articulate what they are calling cyberfeminist pedagogy. Cyberfeminist pedagogy, as the name implies, would draw on the theories and praxes informed by the diversity and emerging scholarship of cyberfeminism. |