Mural in the Wynwood neighborhood of Miami, Florida. Original image from Carol M. Highsmith’s America, Library of Congress collection. CC0. Rawpixel.
FemEdTech is pleased to share the special issue of the journal Learning, Media & Technology with the theme ‘Feminist perspectives on learning, media and educational technology’. This issue, relevant to many in the FemEdTech network and elsewhere, is available online:
Learning, Media & Technology, Vol. 47, No. 1
https://www.tandfonline.com/toc/cjem20/47/1
All articles, links to LMT and (where available) Open Access postprints and Institutional Repository copies are included in this page to maximise access to this valuable work. Feel free to share this page as widely as possible.
This special issue was edited by a feminist editorial collective: Javiera Atenas, Helen Beetham, Frances Bell, Catherine Cronin, Jade Vu Henry and Sukaina Walji. In their editorial, ‘Feminisms, technologies and learning: continuities and contestations’, the editors write:
“bell hooks teaches that theory must become a ‘liberatory practice’ that ‘informs, shapes and makes feminist practice possible’ (1994, 65). We embrace feminists’ ongoing commitment to activism, whether in the classroom, on the picket line, or in the coding lab. Many of the approaches that have revolutionised open and distance learning were developed in feminist, radical and anti-racist classrooms: teachers and students collaborating to produce public texts; students’ lives and concerns being treated as material for learning (Omolade 1987); interdisciplinarity and critical thinking rather than canonical knowledge; a focus on technical skills as empowerment; teaching as a relationship of care (Spivak 2009; hooks 2003). If these seem mainstream now, feminists have not ceased to innovate, as our special issue shows.”
A diverse collection of articles is published in the special issue, from scholars in a range of contexts:
Hackerspaces as technofeminist sites for experiential learning – Annika Richterich [LMT Open Access link] [Institutional Repository]
Hacking the learning: Possible pathways for a feminist pedagogy of free software in activist experiences in Argentina – Cecilia Ortmann [LMT link] [Open Access postprint]
Mapping pedagogies: applying cartographic practice to the public sphere – Edward Prutzer [LMT link] [Open Access postprint]
Egyptian female podcasters: shaping feminist identities – Kim Fox & Yasmeen Ebada [LMT link(currently free access)] [Open Access postprint] [Institutional Repository: embargoed until 7-Sept-2023]
Configuring the body as pedagogical site: towards a conceptual tool to unpack and situate multiple ontologies of the body in self-tracking apps – Laetitia Della Bianca [LMT link]
Using Knowlegeable Agents of the Digital and data feminism to uncover social identities in the #blackgirlmagic Twitter community – Golnaz Arastoopour Irgens [LMT link] [Open Access postprint]
Educational technologies as matters of care – Irina Zakharova & Juliane Jarke [LMT Open Access link]
Gender and the lived body experience of academic work during COVID-19 – Jennifer Rode, Eileen Kennedy & Allison Littlejohn [LMT Open Access link]
Teaching scientific inquiry as a situated practice: A framework for analyzing and designing Science games – Aditya Anupam [LMT link] [Open Access postprint]
Curation and collaboration as activism: emerging critical practices of #FemEdTech – Helen Beetham, Louise Drumm, Frances Bell, Lou Mycroft & Giulia Forsythe [LMT link] [Open Access postprint] [Institutional repository: embargoed until 7-Sept-2023]
Learning, Media & Technology, Vol. 47, No. 1
Special Issue: ‘Feminist perspectives on learning, media and educational technology’
https://www.tandfonline.com/toc/cjem20/47/1
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Updated : 30 November 2022