The goal of this half-day workshop is to revisit both feminist and technofeminist (Wajcman, 2004) theory and the complexity of digital pedagogy in a Web 2.0 era. This workshop extends conversations begun at our C&W 2010 half-day workshop, “Remixing Technofeminist Pedagogies,” providing both new and returning workshop participants alike alternative, theory-to-practice approaches to technofeminist pedagogies. While last year’s session focused on technofeminist pedagogies applied to specific tools, this session will engage a series of pedagogical topics as participants explore some of the tools and practices that may support an individual technofeminist teaching philosophy. Special emphasis will be placed on helping participants develop multimodal assignments, with attention to how approaching digital tools within feminist frameworks may help to level the playing field for our students within public and private spaces.
Participants will gain a new theoretical and pedagogical understanding of technofeminist principles and be able to employ these principles to bridge public and private spaces, as well as academic and community spheres to foster productive learning and teaching. Additionally, participants will leave the workshop with a series of shared assignment/projects for use in both academic and community contexts.
Workshop facilitators will foster break-out group discussions on topics such as collaboration, assessment, empowerment, and service/activism with a technofeminist focus. Large- and small-group discussions will foster a broader definition of technological literacy acquisition and application as a means to move beyond functional to critical and rhetorical literacies.
Through mini-presentations, group work, and reporting, this interactive half-day workshop will address the following questions:
- What makes pedagogical practices both feminist and technofeminist?
- How does technofeminist pedagogy encourage collaboration?
- What role does technofeminist pedagogy play in assessment?
- How can technofeminist pedagogy promote empowerment, service, and activism?
- What tools can foster collaboration, assessment, empowerment, and service/activism in the writing classroom?
- What role does public and private writing play in collaboration, assessment, empowerment, and service/activism?’
- What challenges are associated with technofeminist pedagogies? How do we address these challenges?