Feminist Pedagogy for Teaching Online

Tenet: Connecting to the personal and to communities outside of academia.

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

Introduction Critical Community Engagement: Feminist Pedagogy Meets Civic Engagement

Author(s):	Costa, L. M. & Leong, K. J.
Date:	2012
Publication:	Feminist Teacher
Citation:	Costa, L. M., & Leong, K. J. (2012). Introduction Critical Community Engagement: Feminist Pedagogy Meets Civic Engagement. Feminist Teacher, 22(3), 171–180. https://doi.org/10.5406/femteacher.22.3.0171

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Connecting to the personal and to communities outside of academia. Promoting reflexivity. Building equity, trust, mutual respect, and support. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Examining the “why” in addition to the “what”. Cultivating self-care and boundaries.
Annotation:	Exploration of how civic engagement has remained a contested topic among feminist academics. The work goes on to discuss how civic engagement has always been a part of Women and Gender Studies’ (WGS) academics work, but how it is often discredited due to the fact that it gets labeled as “activism.” The paper then goes on to demonstrate the critical approach that WGS scholars bring to their pedagogies, emphasizing their credibility. It then goes on to identify the themes that have been emerging in WGS scholar’s conversations surrounding civic engagement and the dynamics of entering the national civic engagement movement on terms other than their own.

February 11, 2026

Feminist Pedagogy in a Time of Coronavirus Pandemic

Author(s):	FemTechNet
Date:	2020
Publication:	FEMtechnet.org
Citation:	FemTechNet. (2020). Feminist Pedagogy in a Time of Coronavirus Pandemic. Retrieved November 6, 2020, from https://femtechnet.org/feminist-pedagogy-in-a-time-of-coronavirus-pandemic/.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Connecting to the personal and to communities outside of academia. Promoting cooperative learning. Cultivating self-care and boundaries. 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 authors describe what they have learned about online education while organizing as an international network. They list many observations about online learning and feminist collectivity.

February 11, 2026

Hashtag

Author(s):	Parham, M.
Date:	2019
Publication:	MLA: New York
Citation:	Briggs, Parham, M. (2019). Hashtag, In R. Davis, M. Gold, K. Harris, and J. Sayers (Eds.), Digital Pedagogy in the Humanities. MLA: New York. https://digitalpedagogy.hcommons.org/keyword/Hashtag#8220femtheory-assignment8221.

Section on webpage:	Critical Data Justice Literature
Tenets:	Connecting to the personal and to communities outside of academia. Presenting knowledge as constructed. Using technology intentionally to build communities and enhance learning.
Annotation:	This is a curation of different research and information surrounding hashtags and how that interacts education and learning. The curation includes studies of hastags and assignments that incorporate the study of hashtags in the classroom.

Afro-Latinx Digital Connections

Author(s):	Arriaga, E.Villar, A.
Date:	2021
Publication:	University Press of Florida
Citation:	Arriaga, E.; Villar, A. (2021). Afro-Latinx Digital Connections. University Press of Florida. https://doi.org/10.5744/florida/9781683402046.001.0001.

Section on webpage:	Critical Data Justice Literature
Tenets:	Connecting to the personal and to communities outside of academia. 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. Considering alternative histories and narratives.
Annotation:	This book showcases how people of African descent in South America and the Caribbean are using digital technologies. It includes academic articles and interviews to show how people are using these technologies to make them visible and assert their rights.