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ERIC Number: EJ776618
Record Type: Journal
Publication Date: 2007
Pages: 19
Abstractor: ERIC
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0882-4843
Feminist Praxis, Online Teaching, and the Urban Campus
Turpin, Cherie Ann
Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v18 n1 p9-27 2007
In this article, the author demonstrates the very real possibility of using technology to help open up the classroom space so that students feel empowered. For her, such possibilities are at the center of feminist praxis, especially on urban campuses and at historically Black colleges and universities (HBCUs). Building a feminist pedagogy on an urban campus involves an understanding of the politics of the environment where one teaches, and that includes faculty and students, as well as the outside community served by the higher institution of learning. Additionally, contexts of gender, race, and class must inform strategies of building an online curriculum that encourages students to take an active role in the learning process and in the shaping of the virtual classroom space. Online classrooms have the potential to provide students with a free space to explore their intellectual pursuits with a careful balance of mentoring and advice from professors who are committed to exercising restraint in their use of power and authority. Discussion boards and online chat-classrooms allocate sufficient space for students to grow in their critical thinking as intellectuals, and as full participants in the academic community. For the author, a feminist pedagogy is about putting feminist principles into action, and in order to make such a concept manifest, teachers must be inclusive of students in this process. (Contains 6 notes.)
University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A