The Feminist Pedagogy Project

Author: Ryalls, E.

Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom

Author(s):	Baker, A. A. & Ryalls, E.
Date:	2014
Publication:	Feminist Teacher
Citation:	Baker, A. A., & Ryalls, E. (2014). Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom. Feminist Teacher, 25(1), 23–38. https://doi.org/10.5406/femteacher.25.1.0023

Section on webpage:	Active Learning and Student Engagement
Tenets:	Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning.
Annotation:	An expansion upon the idea of a “classroom space,” this work argues in favor of including both online learning platforms as well as social media blogs into a student’s learning experience. The effectiveness of this is credited to the power dynamic shifts that are seen between students and instructors as a result of its increasing popularity. This work specifically focuses on how online learning has contributed to the feminist movement and development of a feminist pedagogy within institutions. It is argued that in order for an instructor’s work to be considered feminist that their material must reach beyond the classroom or the semester’s end which is facilitated by online learning as well as online platforms such as Facebook which students use more often and with more leisure. Overall, this work explores how the use of online projects in the gender studies classroom expands the bounds of feminist activism.

February 11, 2026

Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom

Author(s):	Baker, A. A. & Ryalls, E.
Date:	2014
Publication:	Feminist Teacher
Citation:	Baker, A. A., & Ryalls, E. (2014). Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom. Feminist Teacher, 25(1), 23–38. https://doi.org/10.5406/femteacher.25.1.0023

Section on webpage:	Active Learning and Student Engagement
Tenets:	Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning.
Annotation:	An expansion upon the idea of a “classroom space,” this work argues in favor of including both online learning platforms as well as social media blogs into a student’s learning experience. The effectiveness of this is credited to the power dynamic shifts that are seen between students and instructors as a result of its increasing popularity. This work specifically focuses on how online learning has contributed to the feminist movement and development of a feminist pedagogy within institutions. It is argued that in order for an instructor’s work to be considered feminist that their material must reach beyond the classroom or the semester’s end which is facilitated by online learning as well as online platforms such as Facebook which students use more often and with more leisure. Overall, this work explores how the use of online projects in the gender studies classroom expands the bounds of feminist activism.