Towards A Pedagogy of Transnational Feminism When Teaching and Activism Go Online

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH

Radical Teacher Pub Date : 2021-12-09 DOI:10.5195/rt.2021.857

Cara Snyder, Sabrina González

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Abstract

This article explores the possibilities and limitations of online teaching, based on our experience transforming a study abroad program to Argentina into an online class, amidst the COVID-19 pandemic and uprisings for racial justice. In a moment when radical educators and activists are moving online, the article considers the spatial politics involved in teaching about protest and resistance online, and in establishing transnational solidarities between U.S. and Latin American scholars, artists, activists, and students. We introduce the theory and practice of a trasnational feminist pedagogy that incorporates embodied knowledge, fosters transnational collaborations, and promotes liberatory learning practices. Drawing on autoethnography, participant observation, visual and media analysis, student interaction with course materials, and interviews with transnational feminist scholars, we investigate how educators and students adapt their teaching and learning practices to an online environment. Transnational feminist pedagogy is a flexible method that allows for transformative teaching, is attentive to power dynamics in and out of the classroom, and maintains commitments to antiracist, feminist and socialist pedagogy.

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教学与行动主义走向线上的跨国女性主义教学法

本文根据我们在2019冠状病毒病大流行和种族正义起义期间将阿根廷留学项目转变为在线课程的经验，探讨了在线教学的可能性和局限性。在激进教育工作者与活动人士纷纷转向网路的当下，本文考虑线上抗议与抵抗的教学，以及美国与拉丁美洲学者、艺术家、活动人士与学生之间建立跨国团结的空间政治。我们将介绍跨国女权主义教学法的理论和实践，这种教学法结合了具体的知识，促进了跨国合作，并促进了自由学习的实践。借助自我民族志、参与者观察、视觉和媒体分析、学生与课程材料的互动以及对跨国女权主义学者的采访，我们调查了教育者和学生如何使他们的教学和学习实践适应在线环境。跨国女权主义教学法是一种灵活的方法，允许变革教学，关注课堂内外的权力动态，并保持对反种族主义，女权主义和社会主义教学法的承诺。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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