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Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning

Herman, Clem and Kirkup, Gill (2017). Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning. Gender and Education, 29(6) pp. 781–795.

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In this paper, we 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. We illustrate this with examples of positive action initiatives for women. The concept of transactional distance allows us to explore distance as a form of psychological and communication space, not simply of geographical distance. Feminist pedagogy, on the other hand, has recognised the importance of gender in structuring disciplines as well as teaching strategies. Both theories implicitly position the face-to-face classroom as the ideal learning environment, with the implication that distance learning has to produce a deficient environment. We argue that the evidence for women does not support this and present examples of feminist distance learning provision that has offered successful technology-enhanced learning and educational opportunities.

Item Type: Journal Item
Copyright Holders: 2016 Taylor and Francis
ISSN: 0954-0253
Keywords: Teachers/educators; women; higher education; science and technology; critical pedagogies
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Computing and Communications
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Institute of Educational Technology (IET)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Health and Wellbeing PRA (Priority Research Area)
Item ID: 46438
Depositing User: Clem Herman
Date Deposited: 26 May 2016 09:57
Last Modified: 13 Jun 2020 01:08
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