Feminist Theory and Pedagogy in Online Higher Education for Inclusive and Equitable Learning Environments

• In Event: Critical Feminisms as Pedagogical Spaces for Humanizing Online Teaching and Learning

Abstract

This paper is a literature review examining empirical research about online higher education that incorporates feminist theory and/or feminist pedagogy. This literature review aims to illuminate how feminist theory/pedagogy informs research about online higher education in general and, more specifically, how it contributes to cultivating inclusive and equitable online learning environments.

Authors

• Natalie B. Milman, The George Washington University

• Jessa Henderson, University of Bergen