Feminist Pedagogy for Teaching Online

Subject: Feminist Pedagogy – Online

A Feminist Pedagogy through Online Education

Author(s):	Ai, C.Y.
Date:	2016
Publication:	Asian Journal of Women’s Studies
Citation:	Ai, C. Y. (2016). “A Feminist Pedagogy Through Online Education.” Asian Journal of Women’s Studies 22(4), 372–91. https://doi.org/10.1080/12259276.2016.1242939.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Promoting cooperative learning. Presenting knowledge as constructed. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation:	This paper explores “the current practice of online education from a gender perspective,” and, “how it can serve both as an opportunity and a limitation for women, particularly in Asia.” The author also looks into an example of gender education in a Korean online university, and uses this to offer suggestions to, “substantively and systematically supplement and activate online gender education not only in Korea but elsewhere in Asia as well.”

February 11, 2026

Blending In: Reconciling Feminist Pedagogy and Distance Education Across Cultures

Author(s):	Aneja, A.
Date:	2017
Publication:	Gender and Education
Citation:

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Connecting to the personal and to communities outside of academia. Promoting cooperative learning. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation:	In this article, the author discusses distance education’s possible outreach to non-traditional women scholars and the pedagogy of a successful hybrid classroom teaching feminism. She mentions the benefits this type of learning has in developing countries and the challenges that many such pedagogies face such as subversions and transgressions and the ways to overcome them.

February 11, 2026

Online Feminist Pedagogy: A New Doorway into Our Brick-and-Mortar Classrooms?

Author(s):	Bailey, C.
Date:	2017
Publication:	Feminist Teacher
Citation:	Bailey, C. (2017). Online Feminist Pedagogy: A New Doorway into Our Brick-and-Mortar Classrooms? Feminist Teacher 27(2–3), 253–66. https://doi.org/10.5406/femteacher.27.2-3.0253.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Promoting reflexivity. Promoting cooperative learning. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation:	In this paper, the author discusses several tenets of feminist pedagogy and how they intersect with virtual learning. She mentions many benefits and challenges to feminist teaching in this online space and provides strategies for ensuring the best possible virtual classroom environment.

February 11, 2026

Reflections on Forming a Virtually Feminist Pedagogy

Author(s):	Bond, N.
Date:	2019
Publication:	The Scholarly Teacher
Citation:	Bond, N. (2019). Reflections on Forming a Virtually Feminist Pedagogy. The Scholarly Teacher. https://www.scholarlyteacher.com/post/reflections-on-forming-a-virtually-feminist-pedagogy.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Promoting reflexivity. Promoting cooperative learning. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation:	The author discusses how virtual feminist pedagogy can, “promote pathways to the personal,” “shake up tradition and shift agency to students.” The author gives several strategies for completing these goals in the online classroom.

February 11, 2026

Distance Education: A Manifesto for Women’s Studies

Author(s):	Briggs, L. & McBride, K. B.
Date:	2005
Publication:	Rutgers University Press
Citation:	Briggs, L. & McBride, K. B. (2005). Distance Education: A Manifesto for Women’s Studies. In E. L. Kennedy & A. Beins (Eds.), Women’s Studies for the Future: Foundations, Interrogations, Politics (pp. 314–25). Rutgers University Press. https://tulane.box.com/s/r9hp1xbbxren7sh1tkndwyxdp06hc8t4.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Connecting to the personal and to communities outside of academia. Building equity, trust, mutual respect, and support. Considering alternative histories and narratives. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation:	In this chapter, the authors give strategies for making distance education more, “women friendly,” through the analysis of several models and examples of feminist pedagogies in the online classroom.

February 11, 2026

Scavenger Hunts & Photo essays: Helping students see inequality in the world around them through Project-Based Learning

Author(s):	Cabaniss, E. & Parrotta, K.
Date:	4/13/2022
Publication:	DigitalCommons@CalPoly
Citation:	Cabaniss, E., & Parrotta, K. (2022, April 13). Scavenger Hunts & Photo essays: Helping students see inequality in the world around them through Project-Based Learning. DigitalCommons@CalPoly. Retrieved February 28, 2023, from https://digitalcommons.calpoly.edu/feministpedagogy/vol2/iss2/2/

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Connecting to the personal and to communities outside of academia. Promoting reflexivity. Concern with materiality (bodies, labor, not just virtual and discursive). Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. 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 paper outlines two scavenger hunt project-based learning approaches we have used with our students to help them see gender inequality around them and to think sociologically about it. The first assignment asks students to dig deeply into one-gender related issue or inequality that interests them in their immediate surroundings and to create a photo essay that says something about the nature, experience, consequences of, or reaction to that issue or inequality. The second assignment asks students to look broadly at the culture around them and to identify everyday examples of gender inequality by participating in a gender scavenger hunt. We provide alternative ways to structure the assignment and corresponding assessments for various course modalities.

February 11, 2026