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:

 

Allowing for Silence in the Asynchronous Online Classroom

Author(s): McIntyre, N.
Date: 4/3/2023
Publication: Feminist Pedagogy for Teaching Online
Citation: McIntyre, N. (2023, April 3). Allowing for Silence in the Asynchronous Online Classroom. Feminist Pedagogy for Teaching Online. https://feminists-teach-online.tulane.edu/2023/04/03/allowing-for-silence-in-the-asynchronous-online-classroom/
Section on webpage: FTPO Blog
Tenets: Promoting reflexivity. 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”.
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Complicating “flexibility” in online learning from a feminist perspective.

Author(s): Silverman, S.
Date: 3/15/2022
Publication: Feminist Pedagogy for Teaching Online
Citation: Silverman, S. (2022, March 15). Complicating “flexibility” in online learning from a feminist perspective. Feminist Pedagogy for Teaching Online. https://feminists-teach-online.tulane.edu/2022/03/15/complicating-flexibility-in-online-learning-from-a-feminist-perspective/
Section on webpage: FTPO Blog
Tenets: Connecting to the personal and to communities outside of academia. 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”. Humanizing online teaching/learning. Using technology intentionally to build communities and enhance learning.
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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:

 

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:

 

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.
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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.

 

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.