Feminist Pedagogy for Teaching Online

Tenet: Promoting reflexivity.

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

Failing Gloriously and Other Essays

Author(s):	Graham, S.
Date:	2019
Publication:	The Digital Press at the University of North Dakota
Citation:	Graham, S. (2019). Failing Gloriously and Other Essays. The Digital Press at the University of North Dakota. https://archive.org/details/failing_gloriously_201912/mode/2up.

Section on webpage:	Critical Data Justice Literature
Tenets:	Promoting reflexivity. Concern with materiality (bodies, labor, not just virtual and discursive). Building equity, trust, mutual respect, and support.
Annotation:	This work is a memoir of the author’s journey through digital humanities, digital archaeology, and the 21st century university. The author reflects on their failures and the impact that they might have had on their academic career.

Teaching the Digital Caribbean: The Ethics of a Public Pedagogical Experiment

Author(s):	Josephs, K. B.
Date:	2018
Publication:	Journal of Interactive Technology and Pedagogy, no. 13
Citation:	Josephs, K.B. (2018). Teaching the Digital Caribbean: The Ethics of a Public Pedagogical Experiment. Journal of Interactive Technology and Pedagogy, no. 13. https://cuny.manifoldapp.org/read/teaching-the-digital-caribbean-the-ethics-of-a-public-pedagogical-experiment-c1ed5ac4-8c27-4b41-b541-907c0ac7f837/section/183b1b1a-332f-4b50-bb70-66eceb3c1b11.

Section on webpage:	Critical Data Justice Literature
Tenets:	Promoting reflexivity. Concern with materiality (bodies, labor, not just virtual and discursive). Treating students as agentic co-educators. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation:	This article explores the authors creation of a course about the Carribbean, digital hummanities, and the intersection between. It explores her methodology, her ethical dilemas, and the lessons she learned during this process.

Feminist Pedagogy after Roe

Author(s):	Daniel, Clare
Date:	5/10/2023
Publication:	Feminist Pedagogy for Teaching Online
Citation:	Daniel, C., & Haugeberg, K. (2022, May 10). Feminist Pedagogy after Roe. Feminist Pedagogy for Teaching Online. https://feministsteach.org/2022/05/10/feminist-pedagogy-after-roe/

Section on webpage:	FTPO Blog
Tenets:	Connecting to the personal and to communities outside of academia. Promoting reflexivity. Concern with materiality (bodies, labor, not just virtual and discursive). 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. Using technology intentionally to build communities and enhance learning.
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