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

Autor/in	Koseoglu, Suzan
Titel	Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning
Quelle	In: Asian Journal of Distance Education, 15 (2020) 1, S.277-290 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Koseoglu, Suzan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1347-9008
Schlagwörter	Feminism; Access to Education; Well Being; Open Education; Distance Education; Teaching Methods; Females; Student Attitudes; College Students; Gender Issues; Ethics; Gender Differences; Inclusion; Educationally Disadvantaged; Student Participation; Sex Fairness; Equal Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Feminismus; Education; Access; Bildung; Zugang; Bildungszugang; Well-being; Wellness; Wohlbefinden; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Weibliches Geschlecht; Schülerverhalten; Collegestudent; Geschlechterfrage; Ethik; Geschlechterkonflikt; Inklusion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sexualaufklärung; Ausland; Türkei
Abstract	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 challenges 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 wellbeing, 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. (As Provided).
Anmerkungen	Asian Society of Open and Distance Education. 80-4 Minou Yamamoto Machi, Kurume City, Fukuoka, 839-0826, Japan. e-mail: editor@asianjde.org; Web site: http://asianjde.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01