Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning

Koseoglu, Suzan. 2020. Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning. Asian Journal of Distance Education, 15(1), pp. 277-290. ISSN 1347-9008 [Article]

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Abstract or Description

While the mainstream discourse around Open and Distance Learning (ODL) centers on standardization, scalability, efficiency, and cost-effectiveness, I return to a much more contextual and humane understanding of teaching and learning in ODL through feminist pedagogy. I begin my inquiry by discussing women students’ experiences through the notion of access as pedagogy, which challenages disembodied views of online learners and learning, and a view of access to resources as an opportunity for equity. My primary focus in this discussion is gender issues; however, I view feminist pedagogy as an ethical position as well as a pedagogical position that calls attentive ways of looking into structuring educational services, methods, policies, and legislations that create an inclusive learning space not just for women, but for all students who are disadvantaged in their education. Within this context, student participation can be framed as a means for transformation, contributing to one’s well-being, agency and sense of power. I highlight the need for an intersectional gender analysis in ODL, as well as openness and transparency in pedagogical processes in order to tackle human and non-human bias, misrecognition, misrepresentation and unequal participation. Education with an explicit goal for transformation leads to the use of technology for reflective, imaginative, and critical ends.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.5281/zenodo.3893260

Keywords:

empowerment, gender, open and distance learning, openness, feminist pedagogy

Departments, Centres and Research Units:

Teaching and Learning Innovation Centre (TaLIC)

Dates:

DateEvent
13 June 2020Published
10 June 2020Accepted

Item ID:

28837

Date Deposited:

23 Jun 2020 12:35

Last Modified:

23 Jun 2020 15:44

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/28837

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