Feminist Pedagogy for Teaching Online

Subject: Feminist Pedagogy – General

Both/And Thinking

Author(s):	Smith, W. Lewis, M.
Date:	2022
Publication:	Harvard Business Review Press
Citation:	Smith, W.; Lewis, M. (2022). Both/And Thinking. Harvard Business Review Press. https://bothandthinking.net/

Section on webpage:	Feminist Pedagogy – General
Tenets:	Promoting reflexivity. Presenting knowledge as constructed.
Annotation:	This book challenges readers to think past dichotomies. Using real world examples, the authors help readers with how to wrestle with tensions and think creatively through problems.

February 11, 2026

Leading Without Authority: How the New Power of Co-Elevation Can Break Down Silos, Transform Teams, and Reinvent Collaboration

Author(s):	Ferrazzi, K. Weyrich, N.
Date:	2020
Publication:	Crown Currency
Citation:	Ferrazzi, K.; Weyrich, N. (2020). Leading Without Authority: How the New Power of Co-Elevation Can Break Down Silos, Transform Teams, and Reinvent Collaboration. Crown Currency. https://www.penguinrandomhouse.com/books/576815/leading-without-authority-by-keith-ferrazzi-with-noel-weyrich/

Section on webpage:	Feminist Pedagogy – General
Tenets:	Building equity, trust, mutual respect, and support. Building equity, trust, mutual respect, and support.
Annotation:	This book proposes different ways to lead groups by utilizing a shared mission and working as team members instead of hierarchical relationships

February 11, 2026

Feminist Pedagogy: Looking Back to Move Forward

Author(s):	Crabtree, R. Sapp, D. A. & Licona, A. C.
Date:	2009
Publication:	The Johns Hopkins University Press
Citation:	Crabtree, R., Sapp, D. A., & Licona, A. C. (2009). Feminist Pedagogy: Looking Back to Move Forward. The Johns Hopkins University Press. https://jhupbooks.press.jhu.edu/title/feminist-pedagogy.

Section on webpage:	Feminist Pedagogy – General
Tenets:	Promoting reflexivity. Building equity, trust, mutual respect, and support. 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”.
Annotation:	This collection of essays traces the evolution of feminist pedagogy over the past twenty years, exploring both its theoretical and its practical dimensions. Feminist pedagogy is defined as a set of epistemological assumptions, teaching strategies, approaches to content, classroom practices, and teacher-student relationships grounded in feminist theory. To apply this philosophy in the classroom, the editors maintain that feminist scholars must critically engage in dialogue and reflection about both what and how they teach, as well as how who they are affects how they teach. In identifying the themes and tensions within the field and in questioning why feminist pedagogy is particularly challenging in some educational environments, these articles illustrate how and why feminist theory is practiced in all kinds of classrooms. In exploring feminist pedagogy in all its complexities, the contributors identify the practical applications of feminist theory in teaching practices, classroom dynamics, and student-teacher relationships. This volume will help readers develop theoretically grounded classroom practices informed by the advice and experience of fellow practitioners and feminist scholars.

February 11, 2026