Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Media (2)
- Pedagogy (2)
- Activist pedagogy (1)
- Algorithms (1)
- Anger (1)
-
- Asynchronous instruction (1)
- Bell hooks (1)
- Birthing Doulas (1)
- Black (1)
- Black women (1)
- Callout (1)
- Civility (1)
- Communication (1)
- Data bias (1)
- Death (1)
- Dialogic practice (1)
- Digital (1)
- Digital newsgathering (1)
- Digital portfolios (1)
- Digital third spaces (1)
- Diversity (1)
- Documentary film (1)
- Emotion (1)
- Engaged Pedagogy (1)
- Experiential Learning (1)
- Faith-based teaching (1)
- Feminist (1)
- Feminist Pedagogy; Zoom; Co-Performative Witnessing (1)
- Feminist Waves (1)
- Feminist teaching (1)
Articles 1 - 16 of 16
Full-Text Articles in Social and Behavioral Sciences
Tackling Networked Misogyny Through Graduate Curriculum Design, Carolyn M. Cunningham
Tackling Networked Misogyny Through Graduate Curriculum Design, Carolyn M. Cunningham
Feminist Pedagogy
This paper explores the importance of sharing feminist research through digital projects. One of the barriers of digital projects is the networked misogyny that graduate students face. This paper offers several strategies for addressing networked misogyny, including teaching about digital privacy, strategies for documenting harassment, collective engagement, and integrating trauma-informed pedagogy.
Listen To Black Women: Newsgathering In Digital Third Spaces, Gheni N. Platenburg
Listen To Black Women: Newsgathering In Digital Third Spaces, Gheni N. Platenburg
Feminist Pedagogy
This teaching activity re-introduces the concept of digital third spaces and how to use them as complementary newsgathering tools. Students are tasked with visiting these spaces to listen to Black women. In other words, they will observe content and engage in conversations with digital third space visitors to better educate themselves on the topics, issues and concerns of Black women and learn how to take this information and formulate story ideas for improved news coverage of and about Black women.
‘Hot Girl Teaching’ In A Faith-Based Environment, Niya Pickett Miller
‘Hot Girl Teaching’ In A Faith-Based Environment, Niya Pickett Miller
Feminist Pedagogy
There is much to learn from Megan Thee Stallion, the self-proclaimed “Hot Girl Coach.” However, her provocative lyrics and hyper-sexuality are challenging to interject into communication-themed classes at a predominantly white, faith-based university where many students come with an expectation for learning that resists mainstream trends and upholds conventional Christian values and conservative ideological ways of thinking about socio-political issues. This commentary offers a faith-based and feminist perspective about how including Black popular culture, and (more broadly) culturally diverse texts in predominately white, faith-based classrooms can work and why such centering does not contradict biblical principles.
Queering/Querying Educational Spaces: The Lgbtqia2+ Learning And Affirming Challenge, Jennifer L. Bonnet, Liliana Herakova, Tausif Karim
Queering/Querying Educational Spaces: The Lgbtqia2+ Learning And Affirming Challenge, Jennifer L. Bonnet, Liliana Herakova, Tausif Karim
Feminist Pedagogy
Legislation regulating learning content and approaches seek to limit exposure to and consideration of non-cis-heteronormative ways of being and knowing (Sawchuk, 2022). Denial of access to a more difference-affirming curricula reinforces hegemonic cultural norms (Chen & Lawless, 2018). Research on the college experiences of LGBTQIA2+ identifying individuals indicates a generally chilly campus climate, recognizing that “colleges and universities have historically been shaped by and for cisgender, straight individuals” (Pryor, 2017, p. 36). Educators can play a key role in reshaping this reality by co-constructing affirming environments where learners can generatively engage with difference and grow their capacities for cultural responsiveness …
Teaching Intersectionality: Moving Between Theory And Practice, Janine Armstrong
Teaching Intersectionality: Moving Between Theory And Practice, Janine Armstrong
Feminist Pedagogy
In this critical commentary, I reflect on teaching intersectionality in the classroom. By continuously shifting between theory and practice, students are able to understand and later apply intersectionality. First, I discuss how I introduce intersectionality through classroom discussion. Second, I highlight how the importance of self-reflection and analysis to aid in understanding. Lastly, I mention ways I incorporate intersectionality throughout the course.
Digital Waves: Communicating Feminist Movements, Shauna M. Macdonald
Digital Waves: Communicating Feminist Movements, Shauna M. Macdonald
Feminist Pedagogy
Online learning provides opportunities for pedagogical growth and innovation. When tasked with teaching an undergraduate Gender and Communication class during a virtual semester (amid the COVID-19 pandemic), I sought ways to engage students through online technologies rather than working against or despite them. The Digital Waves (DW) assignment, one that asks students to research and then create digital representations of a particular “wave” of feminism, was one of several strategies I adopted; it quickly evolved into a favorite.
“Civil Dialogue” As Feminist Pedagogy: Engendering Material And Symbolic Movement, Sarah E. Jones
“Civil Dialogue” As Feminist Pedagogy: Engendering Material And Symbolic Movement, Sarah E. Jones
Feminist Pedagogy
In the United States, we are socialized to think in Western dualisms, and these patterns of communication characterize discussion of social issues. Consequently, discussion becomes debate and dominant approaches to inquiry are privileged over experience with persuasion being the end goal. Fostering agency, cultivating empathetic understanding, and facilitating critical thought are made more difficult—outcomes that are neither productive nor edifying in the college classroom. This original teaching activity resists hierarchical forms of debate in favor of visibility and solidarity in discussions of gendered violence. Grounded in principles of invitational rhetoric and provocation, the activity uses a “Civil Dialogue” format to …
Moving Students Toward Activism: Microblogging About Gender-Based Violence To Channel Emotion And Encourage Action, Janell C. Bauer
Moving Students Toward Activism: Microblogging About Gender-Based Violence To Channel Emotion And Encourage Action, Janell C. Bauer
Feminist Pedagogy
For students in gender studies courses, a unit on gender-based violence can be jarring. However, faculty can reflect on how to help students engage their emotions to enhance their learning and participate in gender activism. Students also benefit through the opportunity to reflect on their feelings and engage their emotional experience as part of their learning. In this assignment, I share how I’ve used a microblogging assignment to channel students’ emotions about gender-based violence into action-oriented digital activism content.
Engaging Movement(S) In And As Pedagogy, Anne Kerber, Jessica M. Rick
Engaging Movement(S) In And As Pedagogy, Anne Kerber, Jessica M. Rick
Feminist Pedagogy
No abstract provided.
Catching Babies: Helping Students Understand Reproductive Justice Through Black Maternal Health, Jillian A. Tullis
Catching Babies: Helping Students Understand Reproductive Justice Through Black Maternal Health, Jillian A. Tullis
Feminist Pedagogy
No abstract provided.
Playing With Privilege: A Creative Way For Students To Unpack Privilege, Ashley D. Garcia
Playing With Privilege: A Creative Way For Students To Unpack Privilege, Ashley D. Garcia
Feminist Pedagogy
Although privilege is a foundational concept in many courses, students often have only a vague notion of it, which hinders discussion and analysis. This activity/assignment, grounded in bell hooks' engaged pedagogy, tasks students with visually representing and explaining a concrete instance of privilege to their peers. Through creating comic strips, students must interrogate their assumptions of privilege and begin to encounter its intersectional structure. Creating comic strips that depict privilege helps students grasp the concept and apply it in their self-reflection. Moreover, this establishes a foundation from which students can interrogate the positions of privilege that structure their social realities.
Documentary Review: Coded Bias, Sydney Elaine Brammer
Documentary Review: Coded Bias, Sydney Elaine Brammer
Feminist Pedagogy
No abstract provided.
Harnessing Your Feminist Rage: A Multimedia Assignment For Upper-Level Courses, Caitlin E. Lawson
Harnessing Your Feminist Rage: A Multimedia Assignment For Upper-Level Courses, Caitlin E. Lawson
Feminist Pedagogy
"Harnessing Your Feminist Rage" introduces a three-part multimedia assignment that encourages students to think critically about feminist anger, particularly as refracted through social media. First, students introduce and analyze a media text or phenomenon that made them angry and reflect upon that anger. Then, using whichever online medium they choose, students call out the offender and express their anger to the audience of their choice in order to meet a specific goal. Finally, students reflect on their expression of anger and their experience creating their response. Overall, the goal is for students to combine their knowledge of feminist theories and …
Witnessing With Cameras Off: Feminist Pedagogy And The Zoom Classroom, Kristin Comeforo
Witnessing With Cameras Off: Feminist Pedagogy And The Zoom Classroom, Kristin Comeforo
Feminist Pedagogy
No abstract provided.
What’S The Word On The Street?: Witnessing/Performing Theory, Desirée D. Rowe
What’S The Word On The Street?: Witnessing/Performing Theory, Desirée D. Rowe
Feminist Pedagogy
No abstract provided.
Scavenger Hunts & Photo Essays: Helping Students See Inequality In The World Around Them Through Project-Based Learning, Emily Cabaniss, Kylie Parrotta
Scavenger Hunts & Photo Essays: Helping Students See Inequality In The World Around Them Through Project-Based Learning, Emily Cabaniss, Kylie Parrotta
Feminist Pedagogy
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. …