Tele-Distance Education in Women's Studies: Issues for Feminist Pedagogy

Authors

  • Edith Smith University of Ottawa
  • Valerie Norlen Carleton University

DOI:

https://doi.org/10.56105/cjsae.v8i2.2117

Abstract

Despite distance education's long history in Canada, Women's Studies courses taught in this mode are a fairly recent phenomena. This article explores the pedagogical and administrative issues which arise when trying to team-teach Women's Studies through distance education, as well as the experiential components of this process. The links between these issues and the context within which they are occurring are also addressed. The case study the authors report on follows, from beginning to end, the intersecting challenges of planning and implementing a feminist pedagogy, through an audio mode of instruction, during the first tele-conferenced "Introduction to Women's Studies" course offered in the Ottawa area.

Résumé

Malgré l'histoire prolongée de la formation à distance au Canada, l'enseignement des cours des "Etudes de femmes" dans cette manière est un phénomène récent. Cet article traitera des questions pédagogiques et administratives, qui se présentent grace aux tentatives d'enseignement de l'équipe de formation à distance, ainsi que le processus composé d'expérience. Les liens entre ces questions et le contexte dans lequel ils se produisent seront aussi traités. L'étude de cas qui est rapportée par les auteurs suivra du debut à la fin les défis entrecroisés de la planification et l'exécution de la pédagogie feministe enseignée de façon audiologique, qui se sont présentés au cours de la première téléconference "Introduction to Women's Studies" offert dans la region d'Ottawa.

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Published

1994-11-01

How to Cite

Smith, E., & Norlen, V. (1994). Tele-Distance Education in Women’s Studies: Issues for Feminist Pedagogy. Canadian Journal for the Study of Adult Education, 8(2), 29–44. https://doi.org/10.56105/cjsae.v8i2.2117

Issue

Vol. 8 No. 2 (1994)

Section

Articles

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