Online Feminist Pedagogy: A New Doorway into Our Brick-and-Mortar Classrooms?
Author(s): | Bailey, C. |
Date: | 2017 |
Publication: | Feminist Teacher |
Citation: | Bailey, C. (2017). Online Feminist Pedagogy: A New Doorway into Our Brick-and-Mortar Classrooms? Feminist Teacher 27(2–3), 253–66. https://doi.org/10.5406/femteacher.27.2-3.0253. |
Section on webpage: | Feminist Pedagogy – Online |
Tenets: | Promoting reflexivity. 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 paper, the author discusses several tenets of feminist pedagogy and how they intersect with virtual learning. She mentions many benefits and challenges to feminist teaching in this online space and provides strategies for ensuring the best possible virtual classroom environment. |
Reflections on Forming a Virtually Feminist Pedagogy
Author(s): | Bond, N. |
Date: | 2019 |
Publication: | The Scholarly Teacher |
Citation: | Bond, N. (2019). Reflections on Forming a Virtually Feminist Pedagogy. The Scholarly Teacher. https://www.scholarlyteacher.com/post/reflections-on-forming-a-virtually-feminist-pedagogy. |
Section on webpage: | Feminist Pedagogy – Online |
Tenets: | Promoting reflexivity. 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 author discusses how virtual feminist pedagogy can, “promote pathways to the personal,” “shake up tradition and shift agency to students.” The author gives several strategies for completing these goals in the online classroom. |
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
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. |
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. |