Instructors across higher education require inspiring and practical resources for creating, adapting to, and enhancing, online teaching and learning spaces. Faculty need to build collaborative, equitable and trusting online learning communities. This edited volume examines the experiences that interdisciplinary and global feminist educators have had—both their successes and their challenges—in infusing feminist pedagogical tenets into their online teaching and learning practices. Contributors consider how to promote connection, reflexivity, and embodiment; build equity, cooperation, and co-education; and create cultures of care in the online classroom. They also interrogate knowledge production, social inequality, and power. By (re)imagining feminist pedagogy as a much-needed tool and providing practical advice for using digital technology to enact these tenets in the classroom, this collection will empower educators and learners alike.
About the Editors
Jacquelyne Thoni Howard is a professor of Practice of Data at the Connolly Alexander Institute for Data Science at Tulane University. She is a founding co-editor of the nationally recognized guide, Feminist Pedagogy for Teaching Online, and has published journal articles and chapters about social and cultural topics relating to the History of Science and Technology Studies and Digital Humanities Labs. Enilda Romero-Hall is associate professor in the Learning, Design, and Technology program at The University of Tennessee Knoxville. She is the author of the edited volume Research Methods in Learning Design and Technology. Clare Daniel is an administrative associate professor at Newcomb Institute of Tulane University, where she teaches in the Department of Communication. She is the author of Mediating Morality: The Politics of Teen Pregnancy in the Post-Welfare Era. Her work has also appeared in Signs: Journal of Women in Culture and Society, Frontiers: A Journal of Women Studies, Feminist Media Studies, and elsewhere. She is a founding editor of the Feminist Pedagogy for Teaching Online digital guide. Niya Bond is an online educator, faculty development facilitator, and PhD candidate at the University of Maine studying online teaching and learning. Her publications focus on empowering online learners and educators, creating and sustaining virtual communities of practice (both formal and informal), and facilitating equitable, belonging, and inclusive educational experiences. Liv Newman is administrative assistant professor and Associate Director of the Center for Engaged Learning and Teaching at Tulane University. She has worked in higher education for nearly 25 years spanning both teaching and administrative roles. Her scholarly interests focus on the intersection of race and class, inequities in education, and enhancing the online educational experience for faculty and students.
With contributions by Nadia Awaida, Maha Bali, Karen Samantha Barton, Aras Bozkurt, Amy M. Collier, Rebecca Cottrell, Rujuta Date, Kathryn E. Frazier, Staci Gilpin, Ashley Glassburn, Letizia Guglielmo, Nandita Gurjar, Priya Gurjar, Nadia V. Jaramillo Cherrez, Bridget A. Kriner, Jo Krishnakumar, Steven James Mockler, Jana Lo Bello Miller, Sarah Lohnes Watulak, Ann Obermann, Sarah Payne, Chloe Raub, Xinyue Ren, Dana Rognlie, Stephanie Rollag Yoon, Saanchi Saxena, Catharyn C. Shelton, Elizabeth A. Siler, and Sukaina Walji.
This work is licensed under a Creative Commons License (CC BY-NC-ND 4.0). It may be reproduced for non-commercial purposes, provided that the original author is credited.
