Articles producció científica> Pedagogia

The challenges of cyberfeminist pedagogy: A case study [Los desafíos de la pedagogía cyberfeminista: Un estudio decaso]

  • Dades identificatives

    Identificador: imarina:9285287
    Autors:
    Biglia BJiménez E
    Resum:
    Within the context of debates around gender, feminism and ICTs, much effort has been put on pointing out the need for reducing the digital gap by means ofapproaching the feminized subjects to ICT. In our approach, effort needs to be put in developing projects to redefine ICTs, in order to match feminized subjects's (and feminist) needs and wishes.To that end, it is crucial to develop a debate and a collective reflection on the subject, and that is the objective of our proposal, particularly, in the pedagogicdynamics of the process. In a first step, we establish a dialog with theorists aboutthe gendering of Virtual Learning Spaces (VLS), and with the proposals of feminist pedagogies, in order to build a cyberfeminist pedagogy. Afterwards, drawing fromthe experiences carried on the Introductory Course on Feminist Research Methodology (2011 edition), we identify two factors that can either facilitate orobstruct the key elements to building a cyberfeminist pedagogy, equal participation and networking. Our work contributes in building the recognition for the need toinvestigate virtual learning processes from a feminist perspective, in offering toolsfor the analysis, in improving an ongoing experience, and finally, in offering someresults to reflect upon.
  • Altres:

    Autor segons l'article: Biglia B; Jiménez E
    Departament: Pedagogia
    Autor/s de la URV: Biglia, Barbara
    Paraules clau: Virtual education Simref Feminist networking Difractation Cyberfeminist pedagogy
    Resum: Within the context of debates around gender, feminism and ICTs, much effort has been put on pointing out the need for reducing the digital gap by means ofapproaching the feminized subjects to ICT. In our approach, effort needs to be put in developing projects to redefine ICTs, in order to match feminized subjects's (and feminist) needs and wishes.To that end, it is crucial to develop a debate and a collective reflection on the subject, and that is the objective of our proposal, particularly, in the pedagogicdynamics of the process. In a first step, we establish a dialog with theorists aboutthe gendering of Virtual Learning Spaces (VLS), and with the proposals of feminist pedagogies, in order to build a cyberfeminist pedagogy. Afterwards, drawing fromthe experiences carried on the Introductory Course on Feminist Research Methodology (2011 edition), we identify two factors that can either facilitate orobstruct the key elements to building a cyberfeminist pedagogy, equal participation and networking. Our work contributes in building the recognition for the need toinvestigate virtual learning processes from a feminist perspective, in offering toolsfor the analysis, in improving an ongoing experience, and finally, in offering someresults to reflect upon.
    Àrees temàtiques: Sociología Social sciences, interdisciplinary Social sciences (miscellaneous) Social sciences (all) Serviço social Saúde coletiva Psicología Multidisciplinar Letras / linguística Interdisciplinary research in the social sciences Interdisciplinar Historia General social sciences General o multidisciplinar Ensino Enfermagem Educação Direito Comunicação e informação Ciencias sociales Ciencias políticas y sociología Artes Administração, ciências contábeis e turismo Administração pública e de empresas, ciências contábeis e turismo
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    Adreça de correu electrònic de l'autor: barbara.biglia@urv.cat
    Identificador de l'autor: 0000-0003-0135-4866
    Data d'alta del registre: 2023-02-23
    Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
    Enllaç font original: https://atheneadigital.net/article/view/v12-n3-biglia-jimenez
    Referència a l'article segons font original: Athenea Digital: Revista De Pensamiento E Investigacion Social. 12 (3): 71-93
    Referència de l'ítem segons les normes APA: Biglia B; Jiménez E (2012). The challenges of cyberfeminist pedagogy: A case study [Los desafíos de la pedagogía cyberfeminista: Un estudio decaso]. Athenea Digital: Revista De Pensamiento E Investigacion Social, 12(3), 71-93. DOI: 10.5565/rev/athenea.1072
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    DOI de l'article: 10.5565/rev/athenea.1072
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2012
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Social Sciences (Miscellaneous),Social Sciences, Interdisciplinary
    Virtual education
    Simref
    Feminist networking
    Difractation
    Cyberfeminist pedagogy
    Sociología
    Social sciences, interdisciplinary
    Social sciences (miscellaneous)
    Social sciences (all)
    Serviço social
    Saúde coletiva
    Psicología
    Multidisciplinar
    Letras / linguística
    Interdisciplinary research in the social sciences
    Interdisciplinar
    Historia
    General social sciences
    General o multidisciplinar
    Ensino
    Enfermagem
    Educação
    Direito
    Comunicação e informação
    Ciencias sociales
    Ciencias políticas y sociología
    Artes
    Administração, ciências contábeis e turismo
    Administração pública e de empresas, ciências contábeis e turismo
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