Feminist Pedagogy in Instructional Design: A Content Analysis of the Journal of Applied Instructional Design

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Abstract

This study investigated the extent to which feminist pedagogy has been incorporated into instructional design and technology (IDT) practice pre- and post-COVID-19 by conducting a content analysis of the Journal of Applied Instructional Design. The analysis revealed that explicit feminist pedagogy terms like “feminism/feminist” and “intersectionality” appeared in fewer than 4% of the 374 articles examined, though their inclusion did increase after COVID-19. While the IDT field embraced the feminist pedagogical practices of “voice” and “participatory/co-creation” to a far greater extent, the lack of explicit ties to feminist pedagogy could indicate that the field is potentially overlooking marginalized groups. The findings indicate a need for more explicit integration of feminist pedagogy to enhance equity in IDT practice.

Author

• Melissa Baysingar, Harper College