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ERIC Number: EJ1120293
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: ERIC
ISSN: ISSN-0882-4843
Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom
Baker, Ashley A.; Ryalls, Rmily
Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v25 n1 p23-38 2016
Recent research on teaching focuses on integrating technology into the classroom (Chick and Hassel 197; Eisen 350; Eudey 233; Richards 6-7; Sargent and Corse 242; Schweitzer 188). In particular, instructors have developed online class spaces using social networking sites (e.g., blogs, YouTube, Twitter). Online spaces not only challenge the notion that the classroom is limited by physical space and that learning ends the moment class does, but also provide a more comfortable platform for students to voice their ideas and opinions. In this article, the authors demonstrate the importance of online class spaces for teaching feminism and feminist activism. In order to encourage students to think critically about issues of inequality, feminist educators have long called for feminist pedagogy. Introducing activism (which seeks to address inequality in society) to the classroom is one way to enact feminist pedagogy (Dugger 1; Eudey 237; Ryan 16; Scanlon 8; Washington 12). The project presented in this article illustrates how the use of technology and online projects in the gender studies classroom can expand the bounds of feminist activism. The authors present a feminist online civic engagement or "cyberactivism" project (McCaughey and Ayers) that can be easily incorporated into women's/gender studies courses. They argue that the project successfully meets the goals of feminist pedagogy because it provides a safe place for students to engage with the material, especially students who are unlikely to participate in the traditional classroom.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A