Tenet: Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information.
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Gendered Subjects: the Dynamics of Feminist Teaching
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Intentionally Equitable Hospitality in Hybrid Video Dialogue: The Context of Virtually Connecting
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A Black Feminist Pedagogy
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Distance Education: A Perspective from Women’s Studies
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Encouraging Feminist Discussion in Asynchronous Online Teaching
Author(s): Pownall, M. Date: 2021 Publication: Psychology of Women Quarterly Citation: Pownall, M. (2021). Encouraging Feminist Discussion in Asynchronous Online Teaching. Psychology of Women Quarterly. https://doi.org/10.1177/03616843211027479. Section on webpage: Feminist Pedagogy – Online Tenets: Presenting knowledge as constructed. 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. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning. Annotation: To respond to the pedagogic challenge of asynchronous learning cultivating lower-level faculty–student interaction and reducing the “messy but authentic” value of live sessions, the author of this article outlines three asynchronous online activities designed to cultivate feminist scholarship by encouraging lively debate and discussion. Utilizing Padlet, a digital discussion platform, these activities related to the psychology of women, prejudice, intersectionality, and social constructivism. They also replicated the interactivity of in-person discussions, which enabled students to share ideas, critique assumptions, and engage in feminist dialogue. -
Scavenger Hunts & Photo essays: Helping students see inequality in the world around them through Project-Based Learning
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Combining Feminist Pedagogy and Transactional Distance to Create Gender-Sensitive Technology-Enhanced Learning
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Women’s Studies on Television? It’s Time for Distance Learning
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Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning
Author(s): Koseoglu, S. Date: 2020 Publication: Asian Journal Distance Education Citation: Koseoglu, S. (2020). Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning. Asian Journal Distance Education, 15(1), 277–90. https://doi.org/10.5281/zenodo.3893260. Section on webpage: Feminist Pedagogy – Online Tenets: Promoting reflexivity. Promoting cooperative learning. 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”. 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 argues for a greater embracing of feminist pedagogy in distance education. She states that she views “feminist pedagogy as an ethical position as well as a pedagogical position that calls attentive ways of looking into structuring educational services, methods, policies, and legislations that create an inclusive learning space not just for women, but for all students who are disadvantaged in their education. Within this context, student participation can be framed as a means for transformation, contributing to one’s well-being, agency and sense of power.”