Patterson, N. Archives - The Feminist Pedagogy Project

Author(s):

Date:

2009

Publication:

Thirdspace: A Journal of Feminist Theory & Culture

Citation:

Patterson, N. (2009). Distance Education: A Perspective from Women’s Studies. Thirdspace: A Journal of Feminist Theory & Culture 9 (1), 1-16. https://dergipark.org.tr/en/pub/intwojde/issue/8684/108449.

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. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.

Annotation:

The author of this paper discusses a key problem of combining online distance learning and feminist pedagogy: “that distance education continually downplays the importance of a gender analysis despite the fact that women make up the majority of distance ed users.” This paper also discusses how distance learning techniques can be applied to in-class learning and how feminist teachers are increasingly using their experiences working in distance education to bridge the “gap between feminist pedagogy and distance education.”

Author(s):	Patterson, N.
Date:	2009
Publication:	Thirdspace: A Journal of Feminist Theory & Culture
Citation:	Patterson, N. (2009). Distance Education: A Perspective from Women’s Studies. Thirdspace: A Journal of Feminist Theory & Culture 9 (1), 1-16. https://dergipark.org.tr/en/pub/intwojde/issue/8684/108449.

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. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation:	The author of this paper discusses a key problem of combining online distance learning and feminist pedagogy: “that distance education continually downplays the importance of a gender analysis despite the fact that women make up the majority of distance ed users.” This paper also discusses how distance learning techniques can be applied to in-class learning and how feminist teachers are increasingly using their experiences working in distance education to bridge the “gap between feminist pedagogy and distance education.”

Author: Patterson, N.

Distance Education: A Perspective from Women’s Studies

Distance Education: A Perspective from Women’s Studies