Learning Assessment in Online Courses

Author(s): The K. Patricia Cross Academy
Date: 2020
Publication:
Citation: The K. Patricia Cross Academy. (2020). Learning Assessment in Online Courses. https://kpcrossacademy.org/learning-assessment-in-online-courses/.
Section on webpage: Grading
Tenets: Connecting to the personal and to communities outside of academia. 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.
Annotation: This article provides several video links that describe resources for those teaching and assessing online. These videos give educators visual tutorials for how to implement several CATS in the classroom. Also listed are several questions to provide guidance on which of these techniques to use.

 

Feminist Disability Studies Pedagogy

Author(s): Knoll, K. R.
Date: 2009
Publication: Feminist Teacher
Citation: Knoll, K. R. (2009). Feminist Disability Studies Pedagogy. Feminist Teacher 19(2), 122-33. www.jstor.org/stable/40546086.
Section on webpage: Accessibility and Universal Design
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.
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:

 

Twenty-First-Century Feminist Classrooms: Pedagogies of Identity and Difference

Author(s): MacDonald, A. & Sánchez-Casal, S.
Date: 2002
Publication: Palgrave Macmillan
Citation: MacDonald, A., & Sánchez-Casal, S. (2002). Twenty-First-Century Feminist Classrooms: Pedagogies of Identity and Difference. Palgrave Macmillan. https://www.palgrave.com/gp/book/9780312295349.
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.
Annotation: This book is centrally concerned with crucial theoretical and practical aspects of teaching in the national and global borderlands of gender, race, and sexuality studies. The cross-cultural feminist focus of this anthology allows the contributors to consider the various ways in which global and national frameworks intersect in the classroom and in students’ thinking, and also the ways in which power and authority are developed, directed, and deployed in the feminist classroom. This volume provides a critical elaboration of provocative, self-reflexive questions for feminist cultural and intellectual practice for the 21st century. In doing so, the volume provides a site for engaged feminist self-criticism for the specific purpose of reinvigorating a critical pedagogical practice grounded in multicultural feminist identities.

 

“Why Faculty Members Need to Explain Feminist Pedagogy”

Author(s): Nowik, C.
Date: 2018
Publication: Inside Higher Ed
Citation: Nowik, C. (2018). “Why Faculty Members Need to Explain Feminist Pedagogy,” Inside Higher Ed. https://www.insidehighered.com/advice/2018/10/05/why-faculty-members-need-explain-feminist-pedagogy-opinion.
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: Discusses how feminist pedagogy drives Nowik’s decision making: “Three primary assumptions underpin my teaching: 1) that a power structure promoting agency and collective responsibility is the best environment for learning, 2) that community development is essential to individual growth and development in the writing classroom, and 3) that the development of good thinking is essential to liberty.”

 

Gendered Subjects: the Dynamics of Feminist Teaching

Author(s): Portuges, C. & Culley, M.
Date: 2014
Publication: Routledge
Citation: Portuges, C., & Culley, M. (2014). Gendered Subjects: the Dynamics of Feminist Teaching. Routledge. https://www.routledge.com/Gendered-Subjects-RLE-Feminist-Theory-The-Dynamics-of-Feminist-Teaching/Portuges-Culley/p/book/9780415754170.
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. Considering alternative histories and narratives.
Annotation: Gendered Subjects combines a number of classic statements on feminist pedagogy from the 1970s with recent original essays making significant and original contributions to the field. As the new scholarship on women has changed the content and structure of knowledge in every field, so this collection aims to mirror this impact on feminist pedagogy, with articles ranging from broad theoretical perspectives on the realities of the classroom to international explorations on how race, gender and class, and political orientation inform feminist enquiry.

 

‘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.

 

Designing Critically: Feminist Pedagogy for Digital / Real Life

Author(s): Rodríguez Milanés, C. & deNoyelles, A.
Date: 2014
Publication: Hybrid Pedagogy
Citation: Rodríguez Milanés, C. & Denoyelles, A. (2014). Designing Critically: Feminist Pedagogy for Digital / Real Life. Hybrid Pedagogy. https://hybridpedagogy.org/designing-critically-feminist-pedagogy-digital-real-life/.
Section on webpage: Feminist Pedagogy – Online
Tenets: 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. Using technology intentionally to build communities and enhance learning.
Annotation:

 

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: