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Student-Led Online Discussions: A Feminist Praxis to Mitigate Digital Gender Inequality
Abstract
Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.
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