Literaturnachweis - Detailanzeige
Autor/in | Aneja, Anu |
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Titel | Blending In: Reconciling Feminist Pedagogy and Distance Education across Cultures |
Quelle | In: Gender and Education, 29 (2017) 7, S.850-868 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0954-0253 |
DOI | 10.1080/09540253.2016.1237621 |
Schlagwörter | Distance Education; Feminism; Nontraditional Students; Females; Higher Education; Developing Nations; Foreign Countries; Blended Learning; Womens Studies; Graduate Students; Masters Programs; Instructional Innovation; India Distance study; Distance learning; Fernunterricht; Feminismus; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Developing country; Developing countries; Entwicklungsland; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Educational Innovation; Bildungsinnovation; Indien |
Abstract | Distance education's mandate to expand outreach to those with limited access to higher education makes it a particularly welcome mode for non-traditional women learners. Feminist pedagogy, which has tended to privilege the classroom space in the learning experience, has stopped short of a wholehearted acceptance of distance education which relies heavily on self-study and has become increasingly defined by technology aided learning in recent years. Despite this conflicted relationship, their shared democratising mandate and learner-centric approaches have made it possible to envision a rapprochement between the two. This has been aided by a revised understanding of "distance," a dislodging of real/virtual dichotomies and an exploration of "hybrid" spaces in the interest of feminist goals. After mapping these developments on an international canvas, I explore a similar reconciliation in the context of developing countries, specifically India. Here, I argue that despite the significance of democratisation, challenges posed by consumerist trends in mass-based open education call for suitable strategies, including a re-adaptation of the "hybrid." Using the example of a "blended approach" programme, I attempt to show how contextualised innovations may help to sustain the partnership between feminist pedagogy and Open & Distance Learning. It is hoped that such an illustration, despite its limitations and specificity, may provoke other experimentations in diverse socio-cultural contexts. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |