| Author(s): | |
| Date: | 2003 |
| Publication: | Teaching Sociology |
| Citation: | |
| Section on webpage: | Critical Data Justice Literature |
| Tenets: | |
| Annotation: | Chow and colleagues discuss critical feminist pedagogy, focusing on the importance of dialogue, experiential learning, and active student participation as means of fostering critical thinking and social awareness. |
| Author(s): | |
| Date: | 2018 |
| Publication: | Journal of Applied Social Theory |
| Citation: | |
| Section on webpage: | Critical Data Justice Literature |
| Tenets: | |
| Annotation: | Murray and Kalayji discuss the role of discomfort in queer feminist pedagogy, examining how embracing vulnerability and shifting authority can help students critically engage with marginalized perspectives. |
| Author(s): | Aspen Grove Collective: Bolton, L. Coble, A. Cosman, D. Knight, T. Saverin, D. & Stanley, S. |
| Date: | 4/15/2022 |
| Publication: | Feminist Pedagogy for Teaching Online |
| Citation: | Aspen Grove Collective: Bolton, L., Coble, A., Cosman, D., Knight, T., Saverin, D., & Stanley, S. (2022, April 15). Invitational rhetoric is powerful, but it needs a collective! Feminist Pedagogy for Teaching Online. https://feminists-teach-online.tulane.edu/2022/04/15/invitational-rhetoric-is-powerful-but-it-needs-a-collective/ |
| Section on webpage: | FTPO Blog |
| Tenets: | Treating students as agentic co-educators. Promoting cooperative learning. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
| Author(s): | Howard, J. |
| Date: | 2023 |
| Publication: | Introduction to Data, Tulane University |
| Citation: | Newman, J. H. (2023). “Online Critical Response Peer Review” from Introduction to Data, Tulan University. |
| Section on webpage: | Annotated Assignments |
| Tenets: | Treating students as agentic co-educators. Promoting cooperative learning |
| Annotation: | This activity uses a modified version of Liz Lerman’s Critical Response Process. For more information about the original process, see Liz Lerman’s “Critical Response Process.” |
| Author(s): | Howard, J. |
| Date: | 2020 |
| Publication: | Feminist Epistemologies and Research Design, Tulane University |
| Citation: | Howard, J. (2020).”Source Presenter Assignment,” from Feminist Epistemologies and Research Design, Tulane University. |
| Section on webpage: | Annotated Assignments |
| Tenets: | |
| Annotation: |
| Author(s): | Raub, Chloe |
| Date: | 2021 |
| Publication: | Archives, Identity, and Power, Tulane University |
| Citation: | Raub, C. (2021). “Creating Wikipedia Articles with Gender in Mind,” from Archives, Identity, and Power, Tulane University. |
| Section on webpage: | Annotated Assignments |
| Tenets: | |
| Annotation: |
| Author(s): | Flaherty, C. |
| Date: | 2019 |
| Publication: | Inside Higher Ed |
| Citation: | Flaherty, C. (2019). When Grading Less Is More. Inside Higher Ed. https://www.insidehighered.com/news/2019/04/02/professors-reflections-their-experiences-ungrading-spark-renewed-interest-student. |
| Section on webpage: | Ungrading |
| Tenets: | Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Using technology intentionally to build communities and enhance learning. |
| Annotation: | In this article, the author has compiled several professors’ reflections on implementing ungrading in their higher education classrooms. As these professors note, using this policy greatly improved learning and the students’ experiences as a whole. The downside to this, as noted by one professor, is the possibility for grade inflation. Though, as mentioned, this can easily be combatted through a variety of measures. Overall, this method – a blend of traditional grading and ungrading – has proven to be effective in the learning environment. |
| Author(s): | Gorichanaz, T. |
| Date: | 2022 |
| Publication: | Active Learning in Higher Education |
| Citation: | Gorichanaz, T. (2022). “It made me feel like it was okay to be wrong”: Student experiences with ungrading. Active Learning in Higher Education, 0(0). https://doi.org/10.1177/14697874221093640 |
| Section on webpage: | Ungrading |
| Tenets: | |
| Annotation: | An interpretive phenomenological analysis study of college students’ experiences with ungrading. In this study, ungrading is defined as a form of reflection-based self-evaluation. By following along with 8 students, researchers were able to denote 4 popular themes: de-gamification, time for reflection, rich communication, and a learning community. |
| Author(s): | Pittman, C. & Tobin, T. J. |
| Date: | 2022 |
| Publication: | The Chronicle of Higher Education |
| Citation: | Pittman, C., & Tobin, T. J. (2022). Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors. The Chronicle of Higher Education. https://www.chronicle.com/article/academe-has-a-lot-to-learn-about-how-inclusive-teaching-affects-instructors?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_3666147_nl_Academe-Today_date_20220208&cid=at&source=ams&sourceid= |
| Section on webpage: | Ungrading |
| Tenets: | Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. |
| Annotation: | This article examines the ways in which instructors without institutional or cultural authority are impacted by inclusive teaching practices. The article highlights how instructors without institutional or cultural authority may face additional resistence and incivility from students when implementing inclusive teaching practices. The article then goes on to recommend ways in which the benefits of inclusive teaching can be balanced with the inequalities faced by some instructors. |