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, five 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 breakout 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. I questioned how museum educators and cultural organizations can also take advantage of digital technologies and a feminist pedagogical praxis. 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.
— Emily Esten (@sheishistoric) November 3, 2017