Feminist Pedagogy for Teaching Online A Curated Digital Resource

By: Dr. Clare Daniel and Dr. Jacquelyne Thoni Howard


Table of Contents



This guide provides resources about integrating Feminist Pedagogy and technology into online, hybrid, and traditional undergraduate courses. It was specifically designed to support interdisciplinary topics and fields and focuses on active learning practicum in social sciences, the liberal arts, and the humanities.

If you do not have access to a file in this guide, please contact us. We also welcome feedback and ask you to share your own resources and assignment descriptions with us to be included in the guide, report broken links, and/or ask questions about Feminist Pedagogy and online education.


Feminist Pedagogy

Ai, Chung Young. “A Feminist Pedagogy Through Online Education.” Asian Journal of Women’s Studies 22, no. 4 (October 1, 2016): 372–91. https://doi.org/10.1080/12259276.2016.1242939.

  • This paper explores “the current practice of online education from a gender perspective,” and, “how it can serve both as an opportunity and a limitation for women, particularly in Asia.” The author also looks into an example of gender education in a Korean online university, and uses this to offer suggestions to, “substantively and systematically supplement and activate online gender education not only in Korea but elsewhere in Asia as well.”

Aneja, Anu. “Blending In: Reconciling Feminist Pedagogy and Distance Education Across Cultures.” Gender and Education 29, no. 7 (2017): 850–68. https://doi.org/10.1080/09540253.2016.1237621.

  • In this article, the author discusses distance education’s possible outreach to non-traditional women scholars and the pedagogy of a successful hybrid classroom teaching feminism. She mentions the benefits this type of learning has in developing countries and the challenges that many such pedagogies face such as subversions and transgressions and the ways to overcome them.

Bailey, Cathryn. “Online Feminist Pedagogy: A New Doorway into Our Brick-and-Mortar Classrooms?Feminist Teacher 27, no. 2–3 (2017): 253–66. https://doi.org/10.5406/femteacher.27.2-3.0253.

  • In this paper, the author discusses several tenets of feminist pedagogy and how they intersect with virtual learning. She mentions many benefits and challenges to feminist teaching in this online space and provides strategies for ensuring the best possible virtual classroom environment.

Baker, Ashley A., and Emily Ryalls. “Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom.” Feminist Teacher 25, no. 1 (2014): 23–38. https://doi.org/10.5406/femteacher.25.1.0023.

  • The authors of this paper demonstrate the importance of online class spaces for teaching feminism and feminist activism. The authors state, "Key to feminist pedagogy is that instructors connect theory to practice" and introduce activism into the classroom. They illustrate these ideas by discussing their use of a blog activism project in an introduction to gender studies course.

Bond, Niya. “Reflections on Forming a Virtually Feminist Pedagogy.” The Scholarly Teacher. September 4, 2019. https://www.scholarlyteacher.com/post/reflections-on-forming-a-virtually-feminist-pedagogy.

  • The author discusses how virtual feminist pedagogy can, “promote pathways to the personal,” “shake up tradition and shift agency to students.” The author gives several strategies for completing these goals in the online classroom.

Chick, Nancy and Holly Hassel. “‘Don’t Hate Me Because I’m Virtual’: Feminist Pedagogy in the Online Classroom.” Feminist Teacher 19, no. 3 (2009): 195–215. https://www.jstor.org/stable/40546100?seq=1#metadata_info_tab_contents.

  • The authors describe why moving feminist pedagogy to the online environment is important to keep up with the trends in education. By giving strategies for creating positive classroom dynamics and environments and discussing how online education gives students the opportunity to bridge classroom knowledge to their personal lives, the authors argue that digital learning can be just as rewarding and in-person class.

FemTechNet. “Feminist Pedagogy in a Time of Coronavirus Pandemic.” Accessed November 6, 2020. https://femtechnet.org/feminist-pedagogy-in-a-time-of-coronavirus-pandemic/.

  • The authors describe what they have learned about online education while organizing as an international network. They list many observations about online learning and feminist collectivity.

Gajjala, Radhika, Erika M. Behrmann, Anca Birzescu, Andrew Corbett, and Kayleigh Frances Bondor. "Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy." MOOCs and Their Afterlives. University of Chicago Press. https://chicago.universitypressscholarship.com/view/10.7208/chicago/9780226469591.001.0001/upso-9780226469317-chapter-010.

  • The authors in this article describe unique methods for teaching feminist pedagogies using social media and creating safe spaces for students on these platforms. The authors provide tools for building an environment of mutual respect and support and integrating cooperative learning to build these spaces.

Herman, Clem, and Gill Kirkup. “Combining Feminist Pedagogy and Transactional Distance to Create Gender-Sensitive Technology-Enhanced Learning.” Gender and Education 29, no. 6 (September 19, 2017): 781–95. https://doi.org/10.1080/09540253.2016.1187263.

  • In this paper, the authors, “argue for a new synthesis of two pedagogic theories: feminist pedagogy and transactional distance, which explain why and how distance education has been such a positive system for women in a national distance learning university.” Using, “examples of positive action initiatives for women,” the authors demonstrate how, “feminist distance learning… has offered successful technology-enhanced learning and educational opportunities.”

Kramarae, Cheris. “Technology Policy, Gender, and Cyberspace.” Duke Journal of Gender Law & Policy 4, no. 1 (April 1, 1997): 149–58. https://scholarship.law.duke.edu/djglp/vol4/iss1/7/.

  • The author discusses various aspects and strategies of online learning that are important for feminist pedagogy. These include making cyberspace hospitable, participatory education, and inclusion of women’s knowledge in electronic education.

Koseoglu, Susan, "Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning," Asian Journal Distance Education, 15, no. 1 (2020): 277–90. doi:10.5281/zenodo.3893260.

  • In this article, the author argues for a greater embracing of feminist pedagogy in distance education. She states that she views "feminist pedagogy as an ethical position as well as a pedagogical position that calls attentive ways of looking into structuring educational services, methods, policies, and legislations that create an inclusive learning space not just for women, but for all students who are disadvantaged in their education. Within this context, student participation can be framed as a means for transformation, contributing to one’s well-being, agency and sense of power."

Lai, Alice, and Lilly Lu. “Integrating Feminist Pedagogy with Online Teaching: Facilitating Critiques of Patriarchal Visual Culture.” Visual Culture & Gender 4 (October 1, 2009): 58–68. https://www.vcg.emitto.net/index.php/vcg/article/view/41.

  • In this article, the authors explore the intersectionality of asynchronous online discussion, feminist visual culture pedagogy, and online pedagogy. Specifically, the Interaction Analysis Model (IAM) as example of a quality online feminist pedagogy. As the authors discuss, IAM, “recognizes five cognitive activities involved in construction of knowledge through online discussions: (a) sharing and comparing of ideas, (b) cognitive dissonance, (c) co-constructing knowledge, (d) assessing proposed constructions, and (e) applying newly constructed knowledge.” They also bring up several problems in this model and how to overcome them such as, “ the lack of women’s voices, dearth of resources to understand women’s creativity, gender stereo- types in classical mythology, gender inequality in the art world, and learning about women’s lives through their creative works rather than the written records promoting male dominance.”

Losh, Elizabeth, "Transforming Higher Education with Distributed Open Collaborative Courses (DOCCs): Feminist Pedagogies and Networked Learning," FEMtechnet.org. 2017. https://www.academia.edu/4490117/Transforming_Higher_Education_with_Distributed_Open_Collaborative_Courses_DOCCs_Feminist_Pedagogies_and_Networked_Learning?email_work_card=view-paper.

Patterson, Natasha. "Distance Education: A Perspective from Women's Studies," vol. 9, issue 1. 2009. https://journals.sfu.ca/thirdspace/index.php/journal/article/view/144/272C.E.

Purcell, Jennifer W. “Community-Engaged Pedagogy in the Virtual Classroom: Integrating EService-Learning Into Online Leadership Education.” Journal of Leadership Studies 11, no. 1 (Spring 2017): 65–70. DOI: 10.1002/jls.21515.

Rodríguez Milanés, Cecilia and Aimee Denoyelles. “Designing Critically: Feminist Pedagogy for Digital / Real Life,” Hybrid Pedagogy. November 6, 2014. https://hybridpedagogy.org/designing-critically-feminist-pedagogy-digital-real-life/.

Sharoni, Simona. “Reimagining a Feminist Virtual Classroom Amidst a Global Pandemic.” SAGE Journals Blog. Accessed July 8, 2020. https://journalsblog.sagepub.com/blog/reimagining-a-feminist-virtual-classroom-amidst-a-global-pandemic.

Skwiot, Elizabeth, "Beyond Ms. Magazine: Feminist Pedagogy in the Online Classroom," Colorado State University: Global Campus, Faculty Speaker Series. March 31, 2017. https://www.youtube.com/watch?v=cXlWvM7xBNg. | Watch below:


Online and Hybrid Teaching and Learning

General Teaching and Course Development

Bond, Niya. "Pedagogies of Online Welcome," Faculty Focus. December 19, 2019. https://www.facultyfocus.com/articles/online-education/pedagogies-of-welcome/.

Darby, Flower. "How to Be a Better Online Teacher: Advice Guide," The Chronicle for Higher Education, https://www.chronicle.com/interactives/advice-online-teaching.

Howard, Jacquelyne. "Online Course Development Guide and Template," Newcomb College Institute. Updated July 7, 2020. https://tulane.box.com/s/6xvuzp3gwp44tbsieeg7epnhp0ohvmbz.

Maloney, Edward J. and Joshua Kim. “Fall Scenario #13: A HyFlex Model," Inside Higher Ed. Accessed May 29, 2020. https://www.insidehighered.com/blogs/learning-innovation/fall-scenario-13-hyflex-model.

McMurtie, Beth. "How to Engage Students in a Hybrid Classroom," The Chronicle of Higher Education, July 9, 2020. https://www.chronicle.com/article/How-to-Engage-Students-in-a/249143?utm_source=at&utm_medium=en&utm_source=Iterable&utm_medium=email&utm_campaign=campaign_1354380&cid=at&source=ams&sourceId=5192809

Miller, Michelle D. “Going Online in a Hurry: What to Do and Where to Start.” The Chronicle of Higher Education, March 9, 2020. https://www.chronicle.com/article/Going-Online-in-a-Hurry-What/248207.

Active Learning and Student Engagement

Anderson, Kat and Corbin Anderson, "Using a Whiteboard" in Teaching Online: Synchronous Classes. LinkedIn Learning. https://www.linkedin.com/learning/teaching-online-synchronous-classes/using-a-whiteboard?u=26106002.

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Bali, Maya, Autumn Caines, Rebecca J. Hogue, Helen J. Dewaard, Christian Friedrich, "Intentionally Equitable Hospitality in Hybrid Video Dialogue: The Context of Virtually Connecting." elearn Magazine. May 2019. https://elearnmag.acm.org/featured.cfm?aid=3331173.

Dai, Mingsheng. “10 Ways to Engage Students in an Online Course,” Online Classroom Newsletter, 2007., 8. Accessed July 7, 2020. https://lt.arts.mq.edu.au/wp-content/uploads/2020/03/online_classroom_newsletter.pdf.

Flaherty, Colleen. "Zoom Boom," Inside Higher Education. April 29, 2020. https://www.insidehighered.com/news/2020/04/29/synchronous-instruction-hot-right-now-it-sustainable.

Pappas, Christopher, “8 Creative Ideas For Active Learning Activities To Include In Your ELearning Course,” eLearning Industry. March 12, 2017. https://elearningindustry.com/creative-ideas-active-learning-activities-include-elearning-course.

Purdue College of Engineering. “10 Ways to Engage Students Actively Online.” Medium, April 7, 2020. https://medium.com/purdue-engineering/10-ways-to-engage-students-actively-online-c1edc5e500ea.

Wexler, Ellen. “In Online Courses, Students Learn More by Doing Than by Watching.” The Chronicle of Higher Education Blogs: Wired Campus, September 16, 2015. https://elearningindustry.com/creative-ideas-active-learning-activities-include-elearning-course.

Accessibility and Universal Design

Ableser, Judy and Christina Moore, “Universal Design for Learning and Digital Accessibility: Compatible Partners or a Conflicted Marriage?” Educause. Accessed July 7, 2020. https://er.educause.edu/articles/2018/9/universal-design-for-learning-and-digital-accessibility-compatible-partners-or-a-conflicted-marriage.

Disability Resource Center. "Ten Steps Towards Universal Design of Online Courses," University of Arkansas Little Rock, Accessed July 7, 2020. https://ualr.edu/disability/online-education/.

Hollingshead, Aleksandra and Davin Carr-Chelman.“Engaging Learners in Online Environments Utilizing Universal Design for Learning Principles.” eLearn Magazine. February 2019. https://elearnmag.acm.org/archive.cfm?aid=3310383.

Knoll, Kristina R. "Feminist Disability Studies Pedagogy." Feminist Teacher 19, no. 2 (2009): 122-33. Accessed July 7, 2020. www.jstor.org/stable/40546086.

"Quality Education is Accessible," DO-IT: Disabilities, Opportunities, Internetworking, and Technology. Accessed July 7, 2020. https://www.youtube.com/watch?v=q4_LKVTaXpo&feature=youtu.be. | Watch Here:

Rogers-Shaw, Carol, Davin J. Carr-Chellman, and Jinhee Choi. “Universal Design for Learning: Guidelines for Accessible Online Instruction.” Adult Learning, 29, no. 1 (February 2018): 20–31. doi:10.1177/1045159517735530.

The Center for Universal Design in Education, "How can universal design be applied to instruction," DO-IT. Accessed July 7, 2020. https://www.washington.edu/doit/how-can-universal-design-be-applied-instruction?128=.


Blogs and Social Media

Puotinen, Sara. "Syllabus that models using class blogs and Twitter as an assignment," University of Arizona. 2010. https://undisciplined.room34.com/wp-content/uploads/2012/10/fempedsyllabus10.pdf.

Roth, Jenny. "Blogging in the Classroom: Technology, Feminist Pedagogy, and Participatory Learning," Atlantis. 2008. https://tulane.box.com/s/fo1xbg36h28s82g22gyaid4w4lwxdexc.

Sweet-Cushman, Jennie. "Social Media Learning as a Pedagogical Tool: Twitter and Engagement in Civic Dialogue and Public Policy," The Teacher. October 2019. doi:10.1017/S1049096519000933.

Decolonizing Archives, Digitized Collections, and Digital Humanities

19th-Century Concord Digital Archive (CDA), https://digitalconcord.tamu.edu/.

“A People's Archive of Police Violence in Cleveland.” https://www.archivingpoliceviolence.org/.

“Acknowledging Archival Silences, Gaps, Omissions," https://docs.google.com/document/d/1YKndOKpUECMR_P1ObBq3f8v_-YlfuGxC9qjlBD8C-dY/edit.

Archivo Histórico de la Policía Nacional (AHPN), and The University of Texas at Austin. Digital Archive of the Guatemalan National Police Historical Archive (AHPN), https://ahpn.lib.utexas.edu/.

Black Women's Suffrage Portal, https://blackwomenssuffrage.dp.la/.

Cohen, Dan. Humane Ingenuity, June 29, 2020. https://buttondown.email/dancohen/archive/humane-ingenuity-23-witness-and-withness/.

Cotera, María. “Nuestra Autohistoria: Toward a Chicana Digital Praxis,” Special Issue of American Quarterly: Toward a Critically Engaged Digital Practice: American Studies and the Digital Humanities, 70:3 (September 2018). https://muse-jhu-edu.eu1.proxy.openathens.net/article/704334.

Cotera, María and Linda Garcia Merchant, "Chicana por mi Raza: Digital Memory Collective," The Institute for Computing in Humanities Arts and Sciences at the University of Illinois Urbana Champaign, https://chicanapormiraza.org/.

Cotera, Maria. “Unpacking our Mother’s Libraries: Chicana Memory Praxis Before and After the Digital Turn” in Chicana Movidas: New Narratives of Activism and Feminism in the Movement Era, eds. Dionne Espinoza, Maria Cotera, Maylei Blackwell (Austin: University of Texas Press, 2018). https://tulane.box.com/s/mhiqxbk0luankt9onm92h93knjorpr4y.

Digital Library of the Caribbean, https://dloc.com/.

Digital Public Library of America, https://dp.la/primary-source-sets.

Digital Resources.” Museum of British Colonialism (MBC), https://www.museumofbritishcolonialism.org/resources.

Digital Transgender Archive. https://www.digitaltransgenderarchive.net/.

Documentation Center of Cambodia. Khmer Rouge Archives, http://dccam.org/khmer-rouge-archives.

Early Caribbean Digital Archive. ecda.northeastern.edu/home/about/decolonizing-the-archive/what-we-are-doing/.

Endangered Archives Program. eap.bl.uk/.

Garcia Merchant, Linda. "Chicana Feminism Virtually Remixed," American Quarterly 70(3), 605-607. https://muse.jhu.edu/article/704342/pdf.

Georgetown Slavery Archive. Georgetown University. https://slaveryarchive.georgetown.edu/.

GU272 Memory Project. New England Historic Genealogical Society. https://gu272.americanancestors.org/.

Hitchcock, Tim, Robert Shoemaker, Clive Emsley, Sharon Howard, and Jamie McLaughlin et al. The Old Bailey Proceedings Online, 1674-1913, March 24, 2012. https://www.oldbaileyonline.org/.

In Her Own Right. http://inherownright.org/.

Inland Empire Memories. http://www.inlandempirememories.org/.

Legacies of British Slave-ownership. University College London, Department of History. https://www.ucl.ac.uk/lbs/.

Livingstone Online. https://www.livingstoneonline.org/.

“Mapping and Reconstructing Mau Mau Camps around Kenya.” African Digital Heritage, August 26, 2019. http://africandigitalheritage.com/reconstructing-mau-mau-camps/.

Newcomb Archives Digital Repository. Tulane University. New Orleans, https://newcomb.saas.dgicloud.com/.

The Orlando Project. University of Alberta. http://www.artsrn.ualberta.ca/orlando/.

Palestinian Journeys. https://www.paljourneys.org/.

Plateau Peoples' Web Portal. Washington State University, https://plateauportal.libraries.wsu.edu/.

Shorefront Collective. http://www.shorefrontlegacy.org/.

Shulman, Peter A. Twitter, August 19, 2020. https://twitter.com/pashulman/status/1295873518672936960.

Slave Voyages. Emory University. https://www.slavevoyages.org/.

South Asian American Digital Archive (SAADA). https://www.saada.org/.

The Palestinian Museum Digital Archive (PMDA). https://palarchive.org/.

Tulane University Digital Library. https://digitallibrary.tulane.edu/.

Women, Gender, and Sexuality Digital Collections. Curated by Radcliffe Institute at Harvard. https://Docs.google.com/Spreadsheets/d/11zeftRo-r_g83aiOSfUCNrq13lx0EhV6RGWVeT241dg/Edit#Gid=0.

Discussion Boards

Gernsbacher, Morton Ann. “Five Tips for Improving Online Discussion Boards.” APS Observer 29, no. 9 (October 31, 2016). https://www.psychologicalscience.org/observer/five-tips-for-improving-online-discussion-boards.

Lieberman, Mark. “New Approaches to Discussion Boards Aim for Dynamic Online Learning Experiences." Inside Higher Ed. Accessed July 7, 2020. https://www.insidehighered.com/digital-learning/article/2019/03/27/new-approaches-discussion-boards-aim-dynamic-online-learning.


Baroni, Albert, "Creating a Podcast Assignment," Oberlin Center for Technologically Enhanced Teaching. 2019. https://octet.oberlin.edu/creating-podcast-assignment/.

Barnhouse, Lucy, "Podcast Project Evaluation," https://www.academia.edu/43619239/Podcast_project_evaluation.

NPR.org. “Teaching Podcasting: A Curriculum Guide for Educators.” Accessed July 8, 2020. https://www.npr.org/2018/11/15/662116901/teaching-podcasting-a-curriculum-guide-for-educators.

Kaplan, Aidan. “Creative Assignments: Podcasting | Academic Technology Solutions.” Accessed July 8, 2020. https://academictech.uchicago.edu/2019/02/01/creative-assignments-podcasting/.

Riddle, R. “Getting Started with Student Podcast Assignments.” Duke Learning Innovation (blog), February 5, 2016. https://learninginnovation.duke.edu/blog/2016/02/getting-started-with-student-podcast-assignments/.

Online and Video Presentations

Hurst, Rachel (2014). "How to ‘Do’ Feminist Theory through Digital Video: Embodying Praxis in the Undergraduate Feminist Theory Classroom." Ada: A Journal of Gender, New Media, and Technology, No.5. doi:10.7264/N3M61HJC.

Kenyon, Amy. “Online Student Presentations.” Duke Learning Innovation, March 3, 2020. https://learninginnovation.duke.edu/blog/2020/03/online-student-presentations/.


Creasap, Kimberly. "Zine-Making as Feminist Pedagogy." Feminist Teacher 24, no. 3 (2014): 155-68. Accessed July 7, 2020.https://www.jstor.org/stable/10.5406/femteacher.24.3.0155.

Why Teach with Zines and Lesson Plans." Barnard Zine Library, Accessed July 7, 2020. https://zines.barnard.edu/lesson-plans.


Collaboration and Interactive Teaching Tools

Adobe Spark. Build Graphics, Videos, Presentations, and Webpages.

Canva - Digital Posters and Designs. An application that enables students to create their own digital posters and print media.

Concept Board. Visual Collaboration Workspace

Hypoths.is. Social Annotation tool that integrates with Canvas. (Similar to Perusall but does not require a book purchase) | Hypothesis and Tulane Canvas: A Guide.

Knight's Lab Tools. Easy to create - StoryMaps, Timelines, Juxtapose, SoundClouds

Miro. Online White Board and Visual Collaboration

Mural. A Digital Workspace for Virtual Collaboration

Nearpod. Make every lesson interactive.

Pixton Comic Strip Maker. An application that allows students to make comic book strips, (https://www.pixton.com/create)

PollEverywhere. Host Interactive Meetings

Storybird. An application that enables students to create short stories, using art.

Trello. Team and Group Collaboration and Project Planning.

Wordle. Word Clouds

Yotribe. Host online gatherings and network events.

Zotero. Group Research and Personal Research


Canvas and Technology Tutorials

Northwestern University, "Canvas Tutorials." Canvas Learning Center, Accessed July 7, 2020. https://canvas.northwestern.edu/courses/1580/modules.

Sanders, Stefanie. “Creating an Inviting Course Home Page." Canvas LMS Community. Accessed November 4, 2019. https://community.canvaslms.com/groups/designers/blog/2015/04/16/creating-an-inviting-course-home-page.

Canvas Doc Team. "Building a Quiz in Canvas." Canvas LMS Community. Accessed April 18, 2020. https://community.canvaslms.com/docs/DOC-26504https://community.canvaslms.com/docs/DOC-26504.

Canvas Doc Team. "How Do I Add a Rubric in a Course?" Canvas LMS Community. Accessed April 18, 2020. https://community.canvaslms.com/docs/DOC-26360-how-do-i-add-a-rubric-in-a-course.

Canvas Doc Team. "How Do I Manage Rubrics in a Course?" Canvas LMS Community. Accessed April 18, 2020. https://community.canvaslms.com/docs/DOC-26495-how-do-i-manage-rubrics-in-a-course.

Canvas Doc Team. "How Do I Add a Rubric to an Assignment?" Canvas LMS Community. Accessed April 18, 2020. https://community.canvaslms.com/docs/DOC-26472-how-do-i-add-a-rubric-to-an-assignment.

Canvas Doc Team. "How Do I Add a Rubric to a Quiz?" Canvas LMS Community. Accessed April 18, 2020. https://community.canvaslms.com/docs/DOC-26516-how-do-i-add-a-rubric-to-a-quiz.

Canvas Doc Team. "How Do I Add a Rubric to a Graded Discussion?" Canvas LMS Community. Accessed April 18, 2020. https://community.canvaslms.com/docs/DOC-26464-how-do-i-add-a-rubric-to-a-graded-discussion.

Boston College. “Using Rubrics.” Canvas Instructor Documentation and Tutorials. Accessed July 7, 2020. https://bostoncollege.instructure.com/courses/1292000/pages/using-rubrics.

Howard, Jacquelyne. "How to Use Zoom." Newcomb Institute of Tulane University. March 16, 2020. https://www.youtube.com/watch?v=6LseW5fy9vM&feature=youtu.be.


Guide Information



Digital Collaborators