Distance Education: A Perspective from Women’s Studies

Author(s): Patterson, N.
Date: 2009
Publication: Thirdspace: A Journal of Feminist Theory & Culture
Citation: Patterson, N. (2009). Distance Education: A Perspective from Women’s Studies. Thirdspace: A Journal of Feminist Theory & Culture 9 (1), 1-16. https://dergipark.org.tr/en/pub/intwojde/issue/8684/108449.
Section on webpage: Feminist Pedagogy – Online
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. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation: The author of this paper discusses a key problem of combining online distance learning and feminist pedagogy: “that distance education continually downplays the importance of a gender analysis despite the fact that women make up the majority of distance ed users.” This paper also discusses how distance learning techniques can be applied to in-class learning and how feminist teachers are increasingly using their experiences working in distance education to bridge the “gap between feminist pedagogy and distance education.”

 

Encouraging Feminist Discussion in Asynchronous Online Teaching

Author(s): Pownall, M.
Date: 2021
Publication: Psychology of Women Quarterly
Citation: Pownall, M. (2021). Encouraging Feminist Discussion in Asynchronous Online Teaching. Psychology of Women Quarterly. https://doi.org/10.1177/03616843211027479.
Section on webpage: Feminist Pedagogy – Online
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. Honoring diversity and lived experiences through intersectional approaches. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation:

 

Introduction Critical Community Engagement: Feminist Pedagogy Meets Civic Engagement

Author(s): Costa, L. M. & Leong, K. J.
Date: 2012
Publication: Feminist Teacher
Citation: Costa, L. M., & Leong, K. J. (2012). Introduction Critical Community Engagement: Feminist Pedagogy Meets Civic Engagement. Feminist Teacher, 22(3), 171–180. https://doi.org/10.5406/femteacher.22.3.0171
Section on webpage: Feminist Pedagogy – Online
Tenets: Connecting to the personal and to communities outside of academia. Promoting reflexivity. Building equity, trust, mutual respect, and support. 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.
Annotation: Exploration of how civic engagement has remained a contested topic among feminist academics. The work goes on to discuss how civic engagement has always been a part of Women and Gender Studies’ (WGS) academics work, but how it is often discredited due to the fact that it gets labeled as “activism.” The paper then goes on to demonstrate the critical approach that WGS scholars bring to their pedagogies, emphasizing their credibility. It then goes on to identify the themes that have been emerging in WGS scholar’s conversations surrounding civic engagement and the dynamics of entering the national civic engagement movement on terms other than their own.

 

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.

 

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.”

 

Disability Pedagogy & Accessibility

Author(s): Hogan, E. Fair, E. Casson, B.
Date: n.d.
Publication: University of Denver Office of Teaching & Learning: Inclusive Teaching Practices
Citation: Hogan, E., Fair, E., & Casson, B. (n.d.). Disability Pedagogy & Accessibility. University of Denver Office of Teaching & Learning: Inclusive Teaching Practices. https://operations.du.edu/inclusive-teaching/disability-pedagogy-accessibility
Section on webpage: Disability Pedagogy Literature
Tenets: Considering alternative histories and narratives. 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.
Annotation: This web page is from the University of Denver’s Office of Teaching & Learning, and is under the broader heading of “Inclusive Teaching Practices,” which emphasizes the interdisciplinary nature of any liberatory pedagogy. The page provides definitions for common disability language and discusses accessibility for students with disabilities that may not be physically apparent. It offers specific strategies and methods for educators to undertake in the classroom, including assistive technologies and course design techniques, and a perspective on the importance of disability pedagogy.

 

Scavenger Hunts & Photo essays: Helping students see inequality in the world around them through Project-Based Learning

Author(s): Cabaniss, E. & Parrotta, K.
Date: 4/13/2022
Publication: DigitalCommons@CalPoly
Citation: Cabaniss, E., & Parrotta, K. (2022, April 13). Scavenger Hunts & Photo essays: Helping students see inequality in the world around them through Project-Based Learning. DigitalCommons@CalPoly. Retrieved February 28, 2023, from https://digitalcommons.calpoly.edu/feministpedagogy/vol2/iss2/2/
Section on webpage: Feminist Pedagogy – Online
Tenets: Connecting to the personal and to communities outside of academia. Promoting reflexivity. Concern with materiality (bodies, labor, not just virtual and discursive). Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. 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. Considering alternative histories and narratives. Examining the “why” in addition to the “what”.
Annotation: