Blending In: Reconciling Feminist Pedagogy and Distance Education across Cultures

Autor/in	Aneja, Anu
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01