The Feminist Pedagogy Project preserves and celebrates the work of feminist educators while providing feminist pedagogical educational resources in traditional, online, and hybrid undergraduate courses. This project supports educators across disciplines—social sciences, liberal arts, humanities, and STEM—by emphasizing active learning practices. As the editors design and curate this guide, they keep the tenets of feminist pedagogy in mind (listed below).
References to “online” throughout the guide refer to synchronous and asynchronous online education strategies, as well as the use of digital and data tools in hybrid and in-person classrooms. Over time, the editors have expanded their definition of online education to support more educators who are facing new demands and challenges as they use digital tools across all classroom modalities.
Feminist Pedagogical 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”. |
| Cultivating self-care and boundaries. |
Feminist Pedagogy in the Online Environment
| 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. |
“To teach in varied communities not only our paradigms must shift but also the way we think, write, speak. The engaged voice must never be fixed and absolute but always changing, always evolving in dialogue with a world beyond itself.”
bell hooks
Teaching to Transgress, 11
History
This project began in August 2020, when, in response to COVID-19, Dr. Jacquelyne Thoni Howard and Dr. Clare Daniel were asked to co-chair an online teaching committee to support their colleagues at Tulane University’s Newcomb Institute in transferring their shared feminist teaching philosophies to online settings. Drawing on their experience in teaching and designing online courses, Daniel and Howard curated the guide as a one-stop resource for their colleagues to implement feminist teaching practices in their online and hybrid courses.
In a matter of days, after being widely shared on Twitter, Facebook, and LinkedIn, the guide reached 6,500 views, indicating widespread interest among higher education instructors across a range of fields in its practical and purposeful presentations of feminist pedagogy online. The sharing of the guide also sparked an opportunity for Daniel and Howard to collaborate with Niya Bond, whose articles about feminist pedagogy had been featured on the guide. In February 2021, the guide moved to a new permanent website and continues to grow as a hub of collaboration. In 2021, Dr. Liv Newman and Dr. Enilda Romero-Hall joined as co-editors, while also Women in Higher Education featured the guide in their newsletter. In 2024, the guide won the Open Scholarship Award by the Canadian Social Knowledge Institute. In June 2025, an edited collection titled Feminist Pedagogy for Teaching Online was published by the Athabasca University Press.
In 2026, Howard, Daniel, and Newman reframed the initiative as The Feminist Pedagogy Project, emphasizing both the preservation of feminist legacies and the continued support of educators across all learning modalities. The project contributes both historical and contemporary perspectives on feminist pedagogy and provides expanded resources for teaching and scholarship.
Our Works About Feminist Pedagogy!
The Feminist Pedagogy for Teaching Online book (re)imagines feminist pedagogy as a much-needed tool and provides practical advice for enacting collaborative, equitable, and trusting online learning communities. This collection will empower educators and learners alike.
The FPTO book is now available for purchase and as an open-source book at AU Press.
Through our digital archive, insight articles, annotated assignments, and book projects we work to recover the works of Feminist Educators. Check out our editors’ featured works about FPTO’s impact on the scholarship on learning and teaching, including our edited collection, Feminist Pedagogy for Teaching Online, published by Athabasca University Press, (June 2025).
FPTO Receives the 2024 Open Scholarship Award
Canadian Social Knowledge Institute
Open scholarship incorporates open access, open data, open education, and other related movements that have the potential to make scholarly work more efficient, more accessible, and more usable by those within and beyond the academy. By engaging with open practices for academic work, open scholarship shares that work more broadly and more publicly.