Event Title
Building a Feminist Future: On (Digital) Pedagogical Praxis
Location
CB1-105
Start Date
3-11-2017 1:45 PM
End Date
3-11-2017 3:15 PM
Description
In what ways can digital technologies exacerbate or challenge extant power hierarchies both in the classroom and in the world beyond the classroom? How can digital technologies empower historically-silenced and excluded students? In this interactive session, six panelists will share some answers to these questions drawn from our own experiences as feminist scholars and educators. Before, during, and after the session, the panelists and audience will contribute digital feminist pedagogy resources to a Google Doc, which the panelists will edit and post to HASTAC following the session. Each panelist will speak briefly about a specific example from their digital feminist pedagogical praxis, after which we will engage the audience in sharing examples from their own work. Rather than a traditional question and answer session, we will then break out into smaller groups and work together to populate the Google Doc with sources, examples, syllabi, lesson plans, and future questions we hope to address.
Our panelists examine digital feminist pedagogy through case studies in and outside the classroom. Melissa Meade's discussion takes on her work with FemTechNet, analyzing digital epistolary exchanges as a way to explore subjectivity and performativity. Heather Suzanne Woods's contribution argues that technology in the classroom can lead to a digitally literate and active community. Danica Savonick addresses the challenges and possibilities for teaching digital humanities with students who work full time, commute, and lack regular access to the internet. Whitney Sperrazza theorizes how analog craft activities might help students think critically about the gender politics of digital environments. Christina Bosch shares her research in developing a digital curriculum for juvenile corrections facilities, minimizing barriers to learning while increasing relevance and transference of inquiry skills. Emily Esten questions how museum educators and cultural organizations can also take advantage of digital technologies and a feminist pedagogical praxis. Kristin Moriah will moderate this discussion and keep everyone on time, thus ensuring equitable participation and that everyone (including the audience) has a chance to contribute.
All of these approaches – from assignments to structure – focus on the role of students as active stakeholders and creative knowledge producers, and aim to restructure pedagogical praxis and power for the distributed and participatory digital age. As educators invested in the changes and emerging practices of feminist theory and digital practice, we answer HASTAC's call for presentations that use technology to materialize a more just, equitable, and pleasurable feminist future.
Building a Feminist Future: On (Digital) Pedagogical Praxis
CB1-105
In what ways can digital technologies exacerbate or challenge extant power hierarchies both in the classroom and in the world beyond the classroom? How can digital technologies empower historically-silenced and excluded students? In this interactive session, six panelists will share some answers to these questions drawn from our own experiences as feminist scholars and educators.
