Background

Distance learning has always been relevant for global learners for access to education. According to the Educause Horizon report 2021 (Pelletier et al., 2021), key technological trends and practices related to online education were widespread adoption of hybrid and blended learning models, increased online globalization, and quality online learning. Despite declining higher education enrolment, distance learning enrolment has continued to rise steadily (Allen & Seaman, 2016; Seaman et al., 2018). Consequently, designing for diversity, equity, and inclusion (DEI) continues to be the lofty goal of design teams (Chandler et al., 2021). Feminist pedagogy can humanize online learning by addressing social inequities that arise from issues of power, privilege, and dominant cultural norms to suppress marginalized perspectives and ways of being.

As postsecondary education embraces an “anyone, anywhere” model (Pelletier et al., 2021, p. 5), scholars have called for more relational and humanizing pedagogies for inclusive online learning (Mehta & Aguilera, 2020; Pacansky-Brock et al., 2020; Rodríguez & DeNoyelles, 2014). Cultivating an environment that fosters a collaborative, trusting, online community (Garrison, 2011) with healing circles (Richardson, 2018) and mindfulness (McGee, 2019) can be beneficial for the mental health of our learners. The design and facilitation of learning or teaching presence (Anderson et al., 2001) in an online course can be intentionally designed to disrupt hierarchical power structures. An instructor’s pedagogical practice can affirm the uniqueness of each individual and their lived experiences. Ideally, the instructor-student interaction honours the multiple dimensions and identities that an individual brings to the learning process. This interaction aims to leverage each learner’s unique contributions, cultural wealth, and wisdom for an enriched discourse in online learning. An instructor’s pedagogical practices and assessments shift from standardized to relational forms. The goal is to mitigate any perceivable barriers that impede growth by providing multiple access points and equitable learning opportunities.

Learner-learner interaction is vital in an online community, for it promotes a sense of belonging. Such interaction or social presence is “the ability to identify with a group or a course of study, communicate purposefully in a trusting environment, [and] develop personal and affective relationships progressively as a way of projecting their personalities” (Garrison, 2011, p. 34). Feminist theory can be a practical guide in creating a social presence or a trusting community in online learning centred on connection, care, and celebration of individual identities. Seeing our common humanity while acknowledging and validating our own and others’ unique intersectional identities results in embracing and accepting who we are. Social presence fosters collegiality, dialogue, cognitive presence (learner-content interaction), and consequently epistemic engagement (Shea & Bidjerano, 2009) in online learning to support student success.

Foundations of Feminist Pedagogy

“The metaphor for feminist methodology is bridging” (Sprague & Kobrynowicz, 1999, p. 38). Bridging serves the function of building connections. Feminist pedagogy aims to bridge the epistemological and dialectical relationship between subject and object. The subject is viewed as the collective built upon diverse experiences, whereas the object is the socially constructed built upon daily coordinated, meaningful activities. Care, empathy, and understanding are synonymous with building connections.

The feminist knowledge subject is multiple (Haraway, 1988), situated in multiple contexts. Feminist pedagogical methods honour learners’ intersectional identities and lived experiences (Narayan, 1989). Sprague and Kobrynowicz (1999) noted that the source of knowledge is experience. Therefore, individuals’ lived experiences need to be recognized as a valid form of knowledge. Haraway (1988, p. 594) argued that we should see the world as a “coding trickster” in which we try to understand and process life and have a critical conversation, using the methods as “prosthetic devices.” Feminist epistemology resists the dualism between reason and emotion, universal and particular, and culture and nature.

Relevance and Goals of Feminist Pedagogy in Distance Learning

Online learning provides greater flexibility, choice, and access for learners’ personal development. Köseoğlu (2020) and Köseoğlu et al. (2020) called for more studies to fill the gap in knowledge between feminist perspectives and distance learning models. Lambert (2019) expressed concern about digital inequity and the need for equitable learning. Digital inequity creates a constraint on online learning because of a lack of access, which can result from a disability, learner’s first language, socio-economic status, race, gender, or social and cultural identities. Inequity affects learners’ economic and social participation, thereby affecting their well-being and quality of life (Thomas et al., 2016). Thus, equitable learning is a matter of social justice.

Jiminéz-Cortés and Aires (2021) view feminist pedagogy as an opportunity to embrace feminist approaches from various perspectives in online, blended, and hybrid learning models. Incorporating feminist pedagogy in distance learning offers numerous benefits, such as opening new vistas for equity (Patterson, 2009). Feminism has contributed to challenging knowledge, authority, and gender hierarchies through a constructivist, learner-centred approach (Murray et al., 2013). Feminist pedagogy supports collaborative and participatory learning, the sharing of lived experiences, and the social construction of knowledge through dialogue (Rodríguez & DeNoyelles, 2014). Feminist pedagogy’s learner- centred approach considers learners’ social and cultural contexts, life situations, lived experiences, and identities. It honours all subjugated forms of knowledge construction and expression that often get marginalized in the dominant discourse (Collins, 2009). Chick and Hassel (2019, p. 198) state that “failing to outline the many ways feminist pedagogy applies to online environments will ensure that myths and misconceptions about online teaching flourish and that only the worst versions of online teaching persist.” Hence, considering multiple ways in which feminist pedagogical principles can be applied in online learning is necessary for equity and social justice.

The objectives of feminist pedagogy in online environments depend on the foci of the feminist approach (Jiminéz-Cortés & Aires, 2021). Jiminéz-Cortés and Aires (2021) note that the feminist pragmatist perspective views access as an opportunity that empowers women. It focuses on democratizing online learning by providing access. Hybrid models of distance learning support the feminist pragmatist perspective. An eco-dialogical feminist perspective focuses on the social construction of knowledge through dialogue. Collective ideas, knowledge generation, and validation of lived experiences in participatory discussions are continuous processes (Aneja, 2017). Finally, the intersectional techno-feminist approach uses an intersectional perspective in the design of technological platforms and applications. We assert that these are not mutually exclusive approaches and often overlap for a more holistic approach that we espouse in this chapter.

The underlying goal of feminist pedagogy is to practise radical compassion to humanize learning (1) by honouring diversity and lived experiences; (2) by valuing personal expressiveness, emotion, and empathy (ethics of care); and (3) by promoting personal accountability, self-care, boundaries, and self-advocacy. Compassion alleviates the burdens and promotes the well-being and safety of learners (Cox et al., 2021). It also disrupts hierarchy and encourages participatory learning. Women’s interests and needs are reflected in the curriculum (Köseoğlu, 2020). Herman and Kirkup (2017) noted that interaction only sometimes brings opportunity for more interaction if there is a gendered power dynamic and unequal power associated with it. Some challenges that women might face, especially in the global context, are conflicting roles, investment of time, domestic relationships, and learning design.

By designing online learning based on feminist pedagogy (Lazou & Bainbridge, 2019), we aim to mitigate barriers to access for all. We also aim to create opportunities for accessible, equitable online learning for oppressed intersectional identities and marginalized groups by incorporating tenets of feminist theory in our online praxis.

Tenets of Feminist Theory and Their Relation to Online Praxis

Photovoice as a Criterion for Meaning Making in Online Teaching

Photovoice is “a process by which people can identify, represent, and enhance their community through a specific photographic technique” (Wang & Burris, 1997, p. 369). Photovoice is unique in that it is directly informed by feminist theory and allows for participants’ lived experiences to be seen directly as a valid form of knowledge. Photovoice is relevant in the instructional design process; it can be used to conduct learner analysis and needs assessment with affordances and constraints of various socio-cultural contexts; and it can contribute to empathetic design that meets the needs and expectations of learners. There are several benefits to using photovoice, as described below.

Photovoice allows research to be conducted on the terms of the participants. Wang and Burris (1997) lay out an eight-domain approach for conducting photovoice studies, consisting of recruiting participants; introducing photovoice methodology; obtaining informed consent; posing an initial theme for participant photos; if applicable, distributing cameras; providing time for participants to take photos; meeting with participants to discuss their photos; and sharing photos with the community. Photovoice promotes the construction of knowledge in a dialogic way and honours lived experiences. Therefore, it is relevant to feminist pedagogy in distance learning. Visual methods uniquely offer multiple points of access for difficult conversations and can subsequently build relationships with participants based on mutual trust and understanding. Raising critical consciousness (Freire, 1973) of the reality of people’s lives and propelling collective action for social good drive social change toward equity and justice.

We have chosen photovoice for students to connect with community members with diverse backgrounds and experiences and to ask them to document their experience of a significant, life-changing moment through the photovoice technique. The community members should choose or take a photograph that represents a pivotal shift in their thinking or convictions resulting in a changed life trajectory. In addition, they may capture their thoughts in a journal to document the photovoice process to share and discuss with the university students. The participants can also explore the social media hashtag #photovoice or #photoelicitation.

Table 9.4. Objectives of the Photovoice Assignment Aligned with Feminist Pedagogical Tenets

Modelling Photovoice with a Photograph

We suggest exploring the social media hashtags #photovoice and #photoelicitation as well as Creative Commons–licensed pictures for ideas for university students.

A video assignment can be created to amplify each learner’s voice, life experiences, and perspectives. The assignment can be described as follows. “Please conduct a photovoice or photo-elicitation interview with a peer or a family member. Have them capture a life-changing, significant moment with a photograph. The picture must be situated in the current or past social, cultural, political, or economic context. Then engage in conversation with the interviewee using the SHOWeD method of coding and contextualizing photographs.” This assignment is meant for an undergraduate online course in literacy but can be used for practice conducting photovoice in any course.

Table 9.5. Self-Evaluation Rubric for the Photovoice Assignment

	Proficient (3)	Developing (2)	Novice (1)
What do you See here?	Descriptive details in response to the prompt	Somewhat descriptive	Not descriptive
What is really Happening here?	Offers an authentic perspective based on unique life experiences	Somewhat authentic leveraging of lived experiences	Not authentic and lacking a fresh, original perspective
How does this relate to Our lives?	Deeper analysis that moves from the individual to the collective	Somewhat deep analysis	Superficial analysis
Why does this situation, concern, or strength exist?	Thorough examination of socio-cultural and geopolitical factors	Somewhat thorough examination of socio-cultural and geopolitical factors	Examination lacking in depth
What can we Do about it?	Demonstrates individual agency to affect social change	Somewhat demonstrates agency to affect social change	Agency for social action not evident

Conclusion

In this chapter, we have provided an overview of how intersectional feminist principles can be applied in online praxis for humanizing online learning. Intersectional feminist pedagogy humanizes distance learning to disrupt power structures, create community, and empower learners. Bridging is a foundational concept in feminist pedagogy. Individuals connect with themselves through self-care and healing to foster critical consciousness (Freire, 1973) toward wholeness. They connect with others to create a community to build spaces of joy, trust, and affinity. Feminist pedagogy rejects the dualism between reason and emotion and takes a holistic approach to knowledge construction. It encourages unpacking hegemonic narratives to make spaces for subjugated forms of knowledge and centres marginalized perspectives and ways of being in the world. The feminist theory promotes models of care, connection, and community.

Practitioners can foster inclusive learning by designing courses with intersectional feminist principles to promote care and connection. These principles foster an ethics of care, honour diversity through intersectional approaches, and include personal accountability, self-care, and setting boundaries in online praxis, as illustrated in Tables 9.1, 9.2, and 9.3. To create a social presence in online learning, educators must design a community of inquiry through an ethics of care that incorporates personal expressiveness, the value of emotions, and the capacity for empathy. Educators can also honour diversity through intersectional approaches to facilitate the social construction of knowledge and epistemic engagement in online learning to create cognitive presence. Additionally, to create a teaching presence, design and facilitation strategies should focus on personal accountability and self-care strategies with mindfulness, yoga, gratitude journalling, social activism, art, music, poetry, self-advocacy, boundary setting, connections, community, and affinity spaces that heal and raise critical consciousness and social awareness.

We have also described photovoice as a potential assignment to humanize distance learning. Photovoice can be used as a tool for a needs assessment to understand the socio-cultural context, challenges, affordances, and constraints of the instructional design process. Photovoice is a powerful way to elicit evocative memories, stories, and experiences to honour ways of being in the world. It honours the creative dignity of individuals and values emotions to process life and the social world. It provides a space for dialogue on complex topics such as marginalization, racism, political violence, gender equity, human rights, and other socio-cultural, economic, and political issues that affect individuals. Photovoice builds empathy and has a humanizing impact on online learning to see common experiences as humans while valuing another person’s unique perspectives and life experiences.

An ethics of care and honouring lived experiences through intersectional approaches, personal accountability, self-care, and setting boundaries empower learners and support their success through connection and community. Humanizing online learning with intersectional feminist pedagogy promotes equity and social justice. We wrote this chapter from our intergenerational positionalities as a mother and daughter duo. Our places of birth, our first languages, and our academic disciplines vary (women’s and gender studies and education). Our senses of place in the world and unique perspectives have been shaped by our lived experiences, intersectional identities, and socio-cultural backgrounds. This intergenerational, interdisciplinary perspective enriched our discourse as we wrote this chapter. Finally, as we invite you to bridge online learning with feminist pedagogy, we leave you with the following quotation: “To bridge is to attempt community, and for that we must risk being open to physical, political, and spiritual intimacy, risk being wounded. To bridge is an act of will, an act of love, an attempt toward compassion” (Anzaldúa & Keating, 2002, p. 4).

Key Takeaways

• Feminist pedagogy promotes models of care, connection, and community.
• Feminist tenets value diversity, intersectional identities, lived experiences, personal expressiveness, emotion, empathy, self-care, and boundaries.
• Online praxis, that is grounded in feminist pedagogy, honors subjugated knowledge validation and expression.
• Photovoice honors diverse lived experiences to humanize online learning.

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