Feminist Pedagogy for Teaching Online

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Tenet: Considering alternative histories and narratives.

Disability studies pedagogy, usability and universal design

Author(s):	Dolmage, J.
Date:	2005
Publication:	Disability Studies Quarterly
Citation:	Dolmage, J. (2005). Disability studies pedagogy, usability and universal design. Disability Studies Quarterly, 25(4). https://doi.org/10.18061/dsq.v25i4.627

Section on webpage:	Disability Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	Jay Dolmage relates his experiences and suggestions in regards to the use of “universal design” in three undergraduate-level classes taught at Miami University of Ohio in fall 2024. This article gives the reader a basic insight into Universal Design for Learning (UDL), its history and significance, and its shortcomings in student-instructor interaction, dynamicism, and accessibility. Dolmage introduces usability and a new hybrid pedagogy that unites usability and universal design as a framework that reach a broad range of users and allow the designer and user to collaborate. Suggestions for application in the classroom are given.

February 11, 2026

Critical pedagogy and disability: Considerations for music education

Author(s):	Draper, E.
Date:	2022
Publication:	Visions of Research in Music Education
Citation:	Draper, E. (2022). Critical pedagogy and disability: Considerations for music education. Visions of Research in Music Education, 40(1). https://digitalcommons.lib.uconn.edu/vrme/vol40/iss1/10

Section on webpage:	Disability Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Abstract) Developed by Brazilian Paulo Freire to teach economically disadvantaged adults to read, critical peda- gogy has since inspired others to adapt the model to other subject areas. In the area of music education, Frank Abrahams created the Critical Pedagogy for Music Education (CPME) model and has written about the use of CPME in teacher preparation programs. Scholars in disability studies have also been inspired by critical pedagogy, writing about disability pedagogy. Notably, people with disabilities have historically been omitted from models of critical pedagogy. This article discusses the intersections of critical pedagogy, music education, and disability, and makes recommendations to music education scholars on including students with disabilities in future models.

February 11, 2026

Disability Pedagogy & Accessibility

Author(s):	Hogan, E. Fair, E. Casson, B.
Date:	n.d.
Publication:	University of Denver Office of Teaching & Learning: Inclusive Teaching Practices
Citation:	Hogan, E., Fair, E., & Casson, B. (n.d.). Disability Pedagogy & Accessibility. University of Denver Office of Teaching & Learning: Inclusive Teaching Practices. https://operations.du.edu/inclusive-teaching/disability-pedagogy-accessibility

Section on webpage:	Disability Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	This web page is from the University of Denver’s Office of Teaching & Learning, and is under the broader heading of “Inclusive Teaching Practices,” which emphasizes the interdisciplinary nature of any liberatory pedagogy. The page provides definitions for common disability language and discusses accessibility for students with disabilities that may not be physically apparent. It offers specific strategies and methods for educators to undertake in the classroom, including assistive technologies and course design techniques, and a perspective on the importance of disability pedagogy.

February 11, 2026

Disability studies pedagogy: Engaging dissonance and meaning making.

Author(s):	Hulgin, K. O’Connor, S. Fitch, E. F. Gutsell, M.
Date:	2011
Publication:	Review of Disability Studies: An International Journal
Citation:	Hulgin, K., O’Connor, S., Fitch, E. F., & Gutsell, M. (2011). Disability studies pedagogy: Engaging dissonance and meaning making. Review of Disability Studies: An International Journal, 7(3 & 4). https://www.rdsjournal.org

Section on webpage:	Disability Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Abstract) Student responses to disability studies pedagogy are influenced by the context in which they learn. This study examined student responses in two disability studies initiatives: one within a teacher preparation program that included American Indian students, the other within a stand alone, interdisciplinary course taken primarily by Americans of European descent. Course dialogue and students’ written assignments were used to identify and categorize their responses. While some students readily engaged in critique of disability as culturally constructed, experiences of significant resistance related to positivist filters, adherence to individualism, and defense of identity-related norms. These responses are discussed as considerations for more effective pedagogy in this relatively new field.

February 11, 2026

Pedagogy, disability and communication: Applying disability studies in the classroom

Author(s):	Jeffress, M. S.
Date:	2017
Publication:	Routledge
Citation:	Jeffress, M. S. (Ed.). (2017). Pedagogy, disability and communication: Applying disability studies in the classroom. Routledge. https://doi.org/10.4324/9781315399423

Section on webpage:	Disability Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Abstract) Bringing together a range of perspectives from communication and disability studies scholars, this collection provides a theoretical foundation along with practical solutions for the inclusion of disability studies within the everyday curriculum. It examines a variety of aspects of communication studies including interpersonal, intercultural, health, political and business communication as well as ethics, gender and public speaking, offering case study examples and pedagogical strategies as to the best way to approach the subject of disability in education.

February 11, 2026

Racially liberatory pedagogy: A Black Lives Matter approach to education

Author(s):	Castillo-Montoya, M. Abreu, J. Abad, A.
Date:	2021
Publication:	Black Liberation in Higher Education
Citation:	Castillo-Montoya, M., Abreu, J., & Abad, A. (2021). Racially liberatory pedagogy: A Black Lives Matter approach to education. In Black Liberation in Higher Education (pp. 59–79).

Section on webpage:	Liberatory Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	In this chapter of Black Liberation in Higher Education, the authors use a focus on the Black Lives Matter (#BLM) movement to discuss racially liberating frameworks for education. #BLM has brought change to institutions by forcing changemakers to recognize and combat anti-Blackness. The material in this book is designed to assist researchers, instructors, institutional leaders, and policy-makers in supporting Black affiliates of educational institutions.

February 11, 2026

Toward defining and integrating multicultural and feminist pedagogies

Author(s):	Enns, C. Z. Forrest, L. M.
Date:	2005
Publication:	American Psychological Association
Citation:	Enns, C. Z., & Forrest, L. M. (2005). Toward defining and integrating multicultural and feminist pedagogies. In Teaching and social justice: Integrating multicultural and feminist theories in the classroom (1st ed.). American Psychological Association.

Section on webpage:	Liberatory Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Summary) Teaching and Social Justice provides psychologists and educators with a foundation to create their own multicultural feminist pedagogy. The volume challenges them with self reflection and thought-provoking questions such as: How does one’s multicultural or feminist theoretical orientation influence how one teaches social justice? How does this influence the manner in which one teaches about diversity issues? How might one’s theoretical position influence the organization and structure of the classroom, the interventions used, or classroom dynamics and learning?

February 11, 2026

Post-critical pedagogies: A feminist reading

Author(s):	Lather, P.
Date:	2014
Publication:	Routledge
Citation:	Lather, P. (2014). Post-critical pedagogies: A feminist reading. In Feminisms and Critical Pedagogy (pp. 120–137). Routledge.

Section on webpage:	Liberatory Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Abstract) Feminisms and Critical Pedagogy centres around the theoretical effort to construct a feminist pedagogy which will democratize gender relations in the classroom, and practical ways to implement a truly feminist pedagogy.

February 11, 2026

Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy

Author(s):	Baker-Bell, A.
Date:	2020
Publication:	Theory Into Practice
Citation:	Baker-Bell, A. (2020). Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy. Theory Into Practice, 59(1), 8–21. https://doi.org/10.1080/00405841.2019.1665415

Section on webpage:	Anti-Racist Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Abstract) In this article, the author historicizes the argument about Black Language in the classroom to contextualize the contemporary linguistic inequities that Black students experience in English Language Arts (ELA) classroom. Next, the author describes anti-black linguistic racism and interrogates the notion of academic language. Following this, the author provides an ethnographic snapshot that shows how Black students in a ninth grade English Language Arts (ELA) class perceptions of Black Language reflected internalized anti-black linguistic racism. The author offers Anti-Racist Black Language Pedagogy as an approach that English Language Arts teachers can implement in an effort to dismantle anti-black linguistic racism and white cultural and linguistic hegemony in their classrooms using Angie Thomas’ (Citation2017) novel The Hate U Give. The author concludes with thoughts about how an Anti-Racist Black Language pedagogy can help ELA students develop useful critical capacities.

February 11, 2026

Toward a richer theory of feminist pedagogy: A comparison of “liberation” and “gender” models for teaching and learning

Author(s):	Maher, F. A.
Date:	1987
Publication:	The Journal of Education
Citation:	Maher, F. A. (1987). Toward a richer theory of feminist pedagogy: A comparison of “liberation” and “gender” models for teaching and learning. The Journal of Education, 169(3), 91–100. https://www.jstor.org/stable/42741791

Section on webpage:	Liberatory Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Abstract) This essay articulates two distinct sources for the set of teaching practices that have come to be called “feminist pedagogy.” The separate contributions of liberation pedagogy and of feminist theories of women’s development are described. It is argued that neither approach taken by itself is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will have a strong influence on contemporary education.

February 11, 2026

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Feminist Pedagogy for Teaching Online

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Howard, J., Daniel, C., Newman, L., Bond, N., and Romero-Hall, E. (eds.) “Feminist Pedagogy for Teaching Online.” (2025). https://feministsteach.org.

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You may contribute to this guide by sharing resources and tools that you have used in the past, your own assignments, or blog posts that reflect on your pedagogy. We also welcome feedback such as suggestions for improvement, reporting broken links, and/or questions about feminist pedagogy and online education, please contact us at feministpedagogyonline@gmail.com.

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Feminist Pedagogy for Teaching Online: Digital Guide © 2020 by Jacquelyne Thoni Howard, Clare Daniel, Liv Newman, Niya Bond, and Enilda Romero-Hall is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

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