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.

 

A Feminist Pedagogy through Online Education

Author(s): Ai, C.Y.
Date: 2016
Publication: Asian Journal of Women’s Studies
Citation: Ai, C. Y. (2016). “A Feminist Pedagogy Through Online Education.” Asian Journal of Women’s Studies 22(4), 372–91. https://doi.org/10.1080/12259276.2016.1242939.
Section on webpage: Feminist Pedagogy – Online
Tenets: Promoting cooperative learning. Presenting knowledge as constructed. 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 paper explores “the current practice of online education from a gender perspective,” and, “how it can serve both as an opportunity and a limitation for women, particularly in Asia.” The author also looks into an example of gender education in a Korean online university, and uses this to offer suggestions to, “substantively and systematically supplement and activate online gender education not only in Korea but elsewhere in Asia as well.”

 

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.”

 

A Black Feminist Pedagogy

Author(s): Omolade, B.
Date: 1987
Publication: Women’s Studies Quarterly
Citation: Omolade, B. (1987). A Black Feminist Pedagogy. Women’s Studies Quarterly, 15(3/4), 32–39. http://www.jstor.org/stable/40003434.
Section on webpage: Feminist Pedagogy – Online
Tenets: Connecting to the personal and to communities outside of academia. 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. Using technology intentionally to build communities and enhance learning.
Annotation: A work concerned with the experience of Black women in education, both in terms of pedagogy of Black women, by Black women, and for Black women, but also in terms of strategies that were developed due to marginality and isolation. This work focuses on the cultivation of an inclusive mindset by breaking down Western instruction procedures in terms of their exclusivity and chauvinism. There are three primary sections that the work is separated into: classroom power dynamics, the methodology of teaching writing skills, and mutual struggle for a better university.

 

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:

 

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: