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Author: Losh, E.

Putting the Human Back into the Digital Humanities: Feminism, Generosity, and Mess.

Author(s):	Losh, E. Wernimont, J. Wexler, L. Wu, H.A.
Date:	2016
Publication:	Debates in Digital Humanities
Citation:	Losh, E.; Wernimont, J.; Wexler, L.; Wu, H.A. (2016). “Putting the Human Back into the Digital Humanities: Feminism, Generosity, and Mess”. In Debates in the Digital Humanities 2016, edited by Matthew K. Gold and Lauren F. Klein. University of Minnesota Press. https://doi.org/10.5749/j.ctt1cn6thb

Section on webpage:	Critical Data Justice Literature
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. Using technology intentionally to build communities and enhance learning.
Annotation:	This work discusses how digital humanities can ask bigger questions and take on more challenging problems. It argues that this is important to challenge power structures and make the field more inclusive.

February 11, 2026

Transforming Higher Education with Distributed Open Collaborative Courses (DOCCs): Feminist Pedagogies and Networked Learning

Author(s):	Losh, E.
Date:	2017
Publication:	FEMtechnet.org
Citation:	Losh, E. (2017). Transforming Higher Education with Distributed Open Collaborative Courses (DOCCs): Feminist Pedagogies and Networked Learning. FEMtechnet.org. https://www.academia.edu/4490117/Transforming_Higher_Education_with_Distributed_Open_Collaborative_Courses_DOCCs_Feminist_Pedagogies_and_Networked_Learning?email_work_card=view-paper.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	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. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation:	This article introduces DOCCs (distributed open collaborative courses) as a feminist alternative which addresses the limitations of MOOCs (massive open online courses). The authors explain that DOCCs prioritize learner-centered and collaborative environments which uphold feminist pedagogical principles and embody teaching practices that value diverse experiences, encourage active student participation, and promote critical engagement.

February 11, 2026

Transforming Higher Education with Distributed Open Collaborative Courses (DOCCs): Feminist Pedagogies and Networked Learning

Author(s):	Losh, E.
Date:	2017
Publication:	FEMtechnet.org
Citation:	Losh, E. (2017). Transforming Higher Education with Distributed Open Collaborative Courses (DOCCs): Feminist Pedagogies and Networked Learning. FEMtechnet.org. https://www.academia.edu/4490117/Transforming_Higher_Education_with_Distributed_Open_Collaborative_Courses_DOCCs_Feminist_Pedagogies_and_Networked_Learning?email_work_card=view-paper.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	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. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation:

August 1, 2024

The Feminist Pedagogy Project

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Howard, J., Daniel, C., Newman, L., Bond, N., and Romero-Hall, E. (eds.) “The Feminist Pedagogy Project.” (2026). https://feministsteach.org.

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You may contribute to this guide by sharing resources and tools that you have used in the past, your own assignments, or blog posts that reflect on your pedagogy. We also welcome feedback such as suggestions for improvement, reporting broken links, and/or questions about feminist pedagogy and online education, please contact us at feministpedagogyonline@gmail.com.

Creative Commons

The Feminist Pedagogy Project © 2026 by Jacquelyne Thoni Howard, Clare Daniel, Liv Newman, Niya Bond, and Enilda Romero-Hall is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

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