Encouraging Feminist Discussion in Asynchronous Online Teaching

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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:	To respond to the pedagogic challenge of asynchronous learning cultivating lower-level faculty–student interaction and reducing the “messy but authentic” value of live sessions, the author of this article outlines three asynchronous online activities designed to cultivate feminist scholarship by encouraging lively debate and discussion. Utilizing Padlet, a digital discussion platform, these activities related to the psychology of women, prejudice, intersectionality, and social constructivism. They also replicated the interactivity of in-person discussions, which enabled students to share ideas, critique assumptions, and engage in feminist dialogue.

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