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Tenet: Presenting knowledge as constructed.

Gendered Subjects: the Dynamics of Feminist Teaching

Author(s):	Portuges, C. Culley, M.
Date:	2014
Publication:	Routledge
Citation:	Portuges, C., & Culley, M. (2014). Gendered Subjects: the Dynamics of Feminist Teaching. Routledge. https://www.routledge.com/Gendered-Subjects-RLE-Feminist-Theory-The-Dynamics-of-Feminist-Teaching/Portuges-Culley/p/book/9780415754170.

Section on webpage:	Feminist Pedagogy – General
Tenets:	Building equity, trust, mutual respect, and support. 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.
Annotation:	Gendered Subjects combines a number of classic statements on feminist pedagogy from the 1970s with recent original essays making significant and original contributions to the field. As the new scholarship on women has changed the content and structure of knowledge in every field, so this collection aims to mirror this impact on feminist pedagogy, with articles ranging from broad theoretical perspectives on the realities of the classroom to international explorations on how race, gender and class, and political orientation inform feminist enquiry.

February 11, 2026

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

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

Integrating Feminist Pedagogy with Online Teaching: Facilitating Critiques of Patriarchal Visual Culture

Author(s):	Lai, A. and Lu, L.
Date:	2009
Publication:	Visual Culture & Gender
Citation:	Lai, A., and Lu, L. (2009). Integrating Feminist Pedagogy with Online Teaching: Facilitating Critiques of Patriarchal Visual Culture. Visual Culture & Gender 4, 58–68. https://vcg.emitto.net/index.php/vcg/article/view/43/42.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Promoting reflexivity. 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. Humanizing online teaching/learning. Using technology intentionally to build communities and enhance learning.
Annotation:	In this article, the authors explore the intersectionality of asynchronous online discussion, feminist visual culture pedagogy, and online pedagogy. Specifically, the Interaction Analysis Model (IAM) as example of a quality online feminist pedagogy. As the authors discuss, IAM, “recognizes five cognitive activities involved in construction of knowledge through online discussions: (a) sharing and comparing of ideas, (b) cognitive dissonance, (c) co-constructing knowledge, (d) assessing proposed constructions, and (e) applying newly constructed knowledge.” They also bring up several problems in this model and how to overcome them such as, ” the lack of women’s voices, dearth of resources to understand women’s creativity, gender stereotypes in classical mythology, gender inequality in the art world, and learning about women’s lives through their creative works rather than the written records promoting male dominance.”

February 11, 2026

A Black Feminist Pedagogy

Author(s):	Omolade, B.
Date:	1987
Publication:	Women’s Studies Quarterly
Citation:	Omolade, B. (1987). A Black Feminist Pedagogy. Women’s Studies Quarterly, 15(3/4), 32–39. http://www.jstor.org/stable/40003434.

Section on webpage:	Feminist Pedagogy – Online
Tenets:	Connecting to the personal and to communities outside of academia. Building equity, trust, mutual respect, and support. 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. Using technology intentionally to build communities and enhance learning.
Annotation:	A work concerned with the experience of Black women in education, both in terms of pedagogy of Black women, by Black women, and for Black women, but also in terms of strategies that were developed due to marginality and isolation. This work focuses on the cultivation of an inclusive mindset by breaking down Western instruction procedures in terms of their exclusivity and chauvinism. There are three primary sections that the work is separated into: classroom power dynamics, the methodology of teaching writing skills, and mutual struggle for a better university.

February 11, 2026

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.

February 11, 2026

Feminist Ethnography: Thinking through Methodologies, Challenges, and Possibilities

Author(s):	Davis, D.A.Craven, C.
Date:	2022
Publication:	Rowman & Littlefield
Citation:	Davis, D.A.; Craven C. (2022). Feminist Ethnography: Thinking through Methodologies, Challenges, and Possibilities. Rowman & Littlefield, https://rowman.com/ISBN/9781538129807/Feminist-Ethnography-Thinking-through-Methodologies-Challenges-and-Possibilities-Second-Edition.

Section on webpage:	Feminist Pedagogy – General
Tenets:	Promoting reflexivity. Presenting knowledge as constructed. Examining the “why” in addition to the “what”. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information.
Annotation:	This book is an introduction to feminist ethnographies including the methods, challenges, and possibilities of feminist ethnography. The authors use a feminist perspective to think critically on how everyday experiences are documented. They examine the history of feminist ethnography, the process of conducting feminist ethnography, the challenges one might face when doing this kind of research, and what the future of feminist ethnography could look like.

New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy

Author(s):	Risam, R.
Date:	2019
Publication:	Northwestern University Press
Citation:	Risam, R. (2019). New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy. Northwestern University Press, https://nupress.northwestern.edu/9780810138858/new-digital-worlds/

Section on webpage:	Critical Data Justice Literature
Tenets:	Presenting knowledge as constructed. 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. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Using technology intentionally to build communities and enhance learning.
Annotation:	This work explores the relationship between digital humanities and post colonial studies, examining their respecitve histories and showing how they can interact to provide richer knowledge production. It posits that postcolonial digital humanities can be one way of remedying the inequalities that are part of digital knowledge production.

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.

Digital #powerups: hashtags to empower higher-order student engagement in online discussions

Author(s):	Thurston, T.
Date:	2020
Publication:	Teaching Online Pedagogical Repository, UCF
Citation:	Thurston, T. (2020). “Digital #powerups: hashtags to empower higher-order student engagement in online discussions,” in A. deNoyelles, A. Albrecht, S. Bauer, & S. Wyatt (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/digital-powerups-hashtags-to-empower-higher-order-student-engagement-in-online-discussions/.

Section on webpage:	Annotated Assignments
Tenets:	Promoting reflexivity. Building equity, trust, mutual respect, and support. 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.
Annotation:

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Cite the Guide

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

Contribute to the Guide

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.

Creative Commons

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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