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Troubles Online
Online education is often heralded as a solution for accessibility to higher education; however, ableism thrives online. In this timely collection, contributors aim to trouble what online teaching looks like and think critically about how disability is addressed in online classrooms. Through narratives, poetry, interviews, and scholarly analysis, they reflect on disabled, mad, sick, and crip online pedagogy and highlight the possibilities of expanding critical standards for accessible teaching and learning. Necessarily interdisciplinary, this collection retheorizes the classroom around a justice-based approach to online pedagogy and challenges the assumptions we have around universal design. Refusing to position access as an afterthought, this collection troubles our engagement with online accessibility in uncertain and evolving times.
Feminist Pedagogy for Teaching Online
Instructors across higher education require inspiring and practical resources for creating, adapting to, and enhancing, online teaching and learning spaces. Faculty need to build collaborative, equitable and trusting online learning communities. This edited volume examines the experiences that interdisciplinary and global feminist educators have had—both their successes and their challenges—in infusing feminist pedagogical tenets into their online teaching and learning practices. Contributors consider how to promote connection, reflexivity, and embodiment; build equity, cooperation, and co-education; and create cultures of care in the online classroom. They also interrogate knowledge production, social inequality, and power. By (re)imagining feminist pedagogy as a much-needed tool and providing practical advice for using digital technology to enact these tenets in the classroom, this collection will empower educators and learners alike.
Women and Leadership in Distance Education in Canada
The impact of distance education on higher learning is undeniable, and women have played a significant role in shaping the evolution of this field. However, their leadership contributions have remained largely unacknowledged and undervalued. Women and Leadership in Distance Education in Canada addresses this critical gap by amplifying the voices of Canadian women who have fostered inclusive, relational, and complexity-based leadership approaches that prioritize student needs, accessibility, and social justice. With contributions from instructional designers, faculty members, and senior administrators, this timely and candid collection offers practical strategies for encouraging resilience and mentorship as well as valuable insights on program design, collaborative organizational development, and lived experiences of leadership. Through reflections on systemic barriers and creative solutions, these women leaders highlight the importance of diverse perspectives and provide valuable lessons for educational leaders worldwide.
Troubles Online
The prevalence of ableism in online schooling and how it can be counteracted. Online education is often heralded as a solution for accessibility to higher education; however, ableism thrives online. In this timely collection, contributors aim to trouble what online teaching looks like and think critically about how disability is addressed in online classrooms. Through narratives, poetry, interviews, and scholarly analysis, they reflect on disabled, mad, sick, and crip online pedagogy and highlight the possibilities of expanding critical standards for accessible teaching and learning. Necessarily interdisciplinary, this collection retheorizes the classroom around a justice-based approach to online pedagogy and challenges the assumptions we have around universal design. Refusing to position access as an afterthought, this collection troubles our engagement with online accessibility in uncertain and evolving times.
