Subject: Feminist Pedagogy – Online
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Designing Critically: Feminist Pedagogy for Digital / Real Life
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How to Embrace Feminist Pedagogies in Your Courses
Author(s): Romero-Hall, E. Date: 2021 Publication: Association for Educational Communication & Technology Citation: Romero-Hall, E. (2021). How to Embrace Feminist Pedagogies in Your Courses. Association for Educational Communication & Technology. https://interactions.aect.org/how-to-embrace-feminist-pedagogies-in-your-courses/. Section on webpage: Feminist Pedagogy – Online Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Using technology intentionally to build communities and enhance learning. Annotation: -
‘This Class Meets in Cyberspace’: Women’s Studies via Distance Education
Author(s): Rose, E.C. Date: 1995 Publication: Feminist Teacher Citation: Rose, E.C. (1995). ‘This Class Meets in Cyberspace’: Women’s Studies via Distance Education. Feminist Teacher 9(2), 53–60. https://www.jstor.org/stable/40545706. Section on webpage: Feminist Pedagogy – Online Tenets: Building equity, trust, mutual respect, and support. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning. Annotation: In this paper, the author mentions many possible benefits to virtual feminist pedagogy such as, “meeting the instructional needs of a demographically diverse student population (including many who work fulltime or who live inconvenient distances from institutions of higher education) to pooling scarce resources in an increasingly stringent economy.” She also mentions several challenges of this type of learning, but offers up her own program, the Feminist Theories course via distance education to students at the University of Nevada, Reno (UNR), as a successful model of how to overcome many of these challenges. -
Women’s Studies Online: Cyberfeminism or Cyberhype?
Author(s): Schweitzer, I. Date: 2001 Publication: Women’s Studies Quarterly Citation: Schweitzer, I. (2001). Women’s Studies Online: Cyberfeminism or Cyberhype?. Women’s Studies Quarterly 29(3), 187–217. https://www.jstor.org/stable/40003753. Section on webpage: Feminist Pedagogy – Online Tenets: Building equity, trust, mutual respect, and support. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Examining the “why” in addition to the “what”. Using technology intentionally to build communities and enhance learning. Annotation: “Schweitzer believes that Web technology constitutes the greatest opportunity for feminism and progressive politics in the new century. With certain very important caveats, Web technology and Web-related teaching have the potential to actualize some of the basic goals of feminism and feminist pedagogy.” -
Reimagining a Feminist Virtual Classroom Amidst a Global Pandemic
Author(s): Sharoni, S. Date: 2020 Publication: SAGE Journals Blog Citation: Sharoni, S. (2020). Reimagining a Feminist Virtual Classroom Amidst a Global Pandemic. SAGE Journals Blog. https://journalsblog.sagepub.com/blog/reimagining-a-feminist-virtual-classroom-amidst-a-global-pandemic. Section on webpage: Feminist Pedagogy – Online Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Using technology intentionally to build communities and enhance learning. Annotation: The author of this blog post gives key principles of feminist pedagogy that have guided her over the years and then explores how each one can not only survive but thrive through the transition to online teaching. She gives practical tips through bullet points on how to uphold each value and reimagine a feminist classroom despite the constraints of online teaching during a global pandemic. -
Beyond Ms. Magazine: Feminist Pedagogy in the Online Classroom
Author(s): Skwiot, E. Date: 2017 Publication: Colorado State University: Global Campus Citation: Skwiot, E. (2017). Beyond Ms. Magazine: Feminist Pedagogy in the Online Classroom. Colorado State University: Global Campus, Faculty Speaker Series. https://www.youtube.com/watch?v=cXlWvM7xBNg. Section on webpage: Feminist Pedagogy – Online Tenets: Building equity, trust, mutual respect, and support. Honoring diversity and lived experiences through intersectional approaches. Using technology intentionally to build communities and enhance learning. Annotation: -
Freire and a Feminist Pedagogy of Difference
Author(s): Weiler, K. Date: 1991 Publication: Harvard Educational Review Citation: Weiler, Kathleen. (1991). Freire and a Feminist Pedagogy of Difference. Harvard Educational Review. 1 December 1991; 61 (4): 449–475. doi: https://doi.org/10.17763/haer.61.4.a102265jl68rju84. Section on webpage: Feminist Pedagogy – Online Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Honoring diversity and lived experiences through intersectional approaches. Examining the “why” in addition to the “what”. Annotation: Educator Kathleen Weiler deconstructs Western knowledge systems using a feminist lens. In this work she references Paulo Freire, a Brazilian educator and philosopher, who was a leading advocate of critical pedagogy. By using her feminist lens, she is able to add a bit more breadth to Freire’s pedagogy. Her critiques are broken down into three sections: questioning of authority, personal experience as a source of knowledge, and exploration of the perspectives of a wider range of demographics. -
Community-Engaged Pedagogy in the Virtual Classroom: Integrating EService-Learning Into Online Leadership Education
Author(s): Purcell, J. W. Date: 2017 Publication: Journal of Leadership Studies Citation: Purcell, J. W. (2017). Community-Engaged Pedagogy in the Virtual Classroom: Integrating EService-Learning Into Online Leadership Education. Journal of Leadership Studies 11(1), 65–70. https://doi.org/10.1002/jls.21515. Section on webpage: Feminist Pedagogy – Online Tenets: Connecting to the personal and to communities outside of academia. Using technology intentionally to build communities and enhance learning. Annotation: Evidence suggests community-engaged pedagogies are as effective in online courses as in traditional face-to-face delivery; however, guidance and examples for potential early adopters is limited, particularly in leadership education. As online delivery for leadership education expands, leadership educators may be hesitant to redesign community-engaged learning experiences for the online environment as a result of pedagogical and logistical concerns. Nevertheless, virtual community-engaged learning, or e-service-learning, has promise as an effective high-impact educational practice within leadership education. The current paper describes theoretical and practical considerations for leadership educators who intend to development community-engaged online courses. -
‘I Could Have Told You That Wouldn’t Work’: Cyberfeminist Pedagogy in Action
Author(s): Richards, R. S. Date: 2011 Publication: Feminist Teacher Citation: Richards, R. S. (2011). ‘I Could Have Told You That Wouldn’t Work’: Cyberfeminist Pedagogy in Action. Feminist Teacher 22(1), 5–22. https://doi.org/10.5406/femteacher.22.1.0005. Section on webpage: Feminist Pedagogy – Online Tenets: Promoting reflexivity. Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining the “why” in addition to the “what”. Using technology intentionally to build communities and enhance learning. Annotation: In this article, the author argues that feminist teachers who embrace Web 2.0 technologies as part of their teaching praxis need to theorize and articulate what they are calling cyberfeminist pedagogy. Cyberfeminist pedagogy, as the name implies, would draw on the theories and praxes informed by the diversity and emerging scholarship of cyberfeminism.