In the contemporary moment, COVID-19 has exacerbated an already increasing need for immediately implementable strategies for effective online teaching and learning. Instructors across the higher education landscape require now, more than ever, inspiring and practical resources for creating, adapting to, and enhancing, online teaching and learning spaces. Faculty need to build collaborative, equitable, and trusting feminist online learning communities.
Our book will encourage a new movement in online teaching and learning, using feminist pedagogy to enhance and empower educators and students who engage in online educational efforts. Feminist Pedagogy for Teaching Online will be an edited collection of essays and corresponding digital components that serves as a pedagogical resource book for these educators, across disciplines in higher education. It will provide readers with tangible examples of online praxis that align with the tenets of feminist pedagogy. This book will fill a gap in existing literature in online pedagogy as well as feminist pedagogy, providing theory, method, and tools for bringing feminist principles to distance learning. Feminist Pedagogy for Teaching Online was inspired by an unexpected outpouring of interest in the digital Feminist Pedagogy for Teaching Online guide. In a matter of days, and after being shared widely on Twitter, Facebook, and LinkedIn, the guide reached 6,500 views, indicating a widespread interest among higher education instructors, across a range of fields, in its practical and purposeful presentations of feminist pedagogy online. We envision the edited book collection of Feminist Pedagogy for Teaching Online to include essays and supplemental digital components, including QR codes that connect to the online guide, such as annotated assignment descriptions and talk-through videos. Together, these materials will provide a multimodality resource examining 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. In doing so, this book will bridge the gap between what can too often be an abstract online feminist pedagogical philosophy and its more practical application (Bond, 2019).
Book Chapter Proposals: The editors invite submissions for proposed chapters that include a digital supplement that support feminist pedagogy tenants.
Submissions should include: - Chapter title - 500-word proposal - Curriculum Vitae of all authors - 100-word bio
Final Book Chapters: Final chapters should range from 3,500 to 4,000 words and include a digital component such as, but not limited to, an annotated assignment description or a vlog-like video that details the assignment or concept in action and how it relates to feminist pedagogical tenets.
Recommended Topics: The following is a non-exhaustive list of possible topics.
Feminist Pedagogical Tenets
- Connecting to the personal and to communities outside of academia
- Promoting reflexivity
- Concern with materiality (bodies, labor, not just virtual and discursive)
- Treating students as agentic co-educators
- Building equity, trust, mutual respect, and support
- Promoting cooperative learning
- Presenting knowledge as constructed
- Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information
- Uncovering the causes of inequality and leveraging resources toward undoing power structures
- Honoring diversity and lived experiences through intersectional approaches. - Considering alternative histories and narratives
- Examining the “why” in addition to the “what”
- Cultivating self-care and boundaries
Feminist Pedagogy in the Online Environment
- Humanizing online teaching/learning
- Creating cultures of care in online classrooms
- Examining (dis)embodiment in virtual teaching/learning
- Using technology intentionally to build communities and enhance learning
- Feminist Pedagogy in the Era of Big Tech Publisher
To submit a proposal, see our Call for Chapters.
We have interest from and are working with Athabasca University Press to develop a book proposal for their Issues in Distance Education Series. "AU Press is committed to making research and scholarship freely accessible through the publication of books and journals in open access. Our unique publishing model offers authors the opportunity to reach a wide readership and creates an innovative forum for the exchange of ideas." To learn more about AU Press: https://www.aupress.ca
Editors: Jacquelyne Thoni Howard, Ph.D.
Administrative Assistant Professor of Technology and Women’s History Newcomb Institute
Enilda Romero-Hall, Ph.D.
Graduate Coordinator/Instructional Design and Technology; Associate Professor, Education
University of Tampa
Clare Daniel, Ph.D.
Administrative Assistant Professor
Assistant Director of Community Engagement
Newcomb Institute | Tulane University
Online Faculty Development Facilitator
Online English Instructor
Ph.D. student in Higher Education
The University of Maine
Liv Newman, Ph.D.
Administrative Assistant Professor
Associate Director Center for Engaged Learning and Teaching
For further inquiries, please feel free to contact Jacquelyne Thoni Howard, firstname.lastname@example.org.
Jacquelyne Thoni Howard
Admin. Assistant Professor of Technology and Women's History
Newcomb Institute of Tulane University