Presenting knowledge as constructed. – Page 2 – Feminist Pedagogy for Teaching Online

‘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.

How to Embrace Feminist Pedagogies in Your Courses

Author(s):	Romero-Hall, E.
Date:	2021
Publication:	Association for Educational Communication & Technology
Citation:	Romero-Hall, E. (2021). How to Embrace Feminist Pedagogies in Your Courses. Association for Educational Communication & Technology. https://interactions.aect.org/how-to-embrace-feminist-pedagogies-in-your-courses/.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Using technology intentionally to build communities and enhance learning.
Annotation:

Reimagining a Feminist Virtual Classroom Amidst a Global Pandemic

Author(s):	Sharoni, S.
Date:	2020
Publication:	SAGE Journals Blog
Citation:	Sharoni, S. (2020). Reimagining a Feminist Virtual Classroom Amidst a Global Pandemic. SAGE Journals Blog. https://journalsblog.sagepub.com/blog/reimagining-a-feminist-virtual-classroom-amidst-a-global-pandemic.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Using technology intentionally to build communities and enhance learning.
Annotation:

Freire and a Feminist Pedagogy of Difference

Author(s):	Weiler, K.
Date:	1991
Publication:	Harvard Educational Review
Citation:	Weiler, Kathleen. (1991). Freire and a Feminist Pedagogy of Difference. Harvard Educational Review. 1 December 1991; 61 (4): 449–475. doi: https://doi.org/10.17763/haer.61.4.a102265jl68rju84.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Honoring diversity and lived experiences through intersectional approaches. Examining the “why” in addition to the “what”.
Annotation:	Educator Kathleen Weiler deconstructs Western knowledge systems using a feminist lens. In this work she references Paulo Freire, a Brazilian educator and philosopher, who was a leading advocate of critical pedagogy. By using her feminist lens, she is able to add a bit more breadth to Freire’s pedagogy. Her critiques are broken down into three sections: questioning of authority, personal experience as a source of knowledge, and exploration of the perspectives of a wider range of demographics.

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.