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

Identificador:  imarina:9285287

Handle: https://hdl.handle.net/20.500.11797/imarina9285287

Autors:  Biglia B; Jiménez 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.