Document Type

Book Chapter

Publication Date

2025

DOI

10.15215/aupress/9781771994286.01

Publication Title

Feminist Pedagogy for Teaching Online

Pages

173-186

Abstract

[Introduction] "Humanizing" the online classroom is widely acknowledged as a feminist goal (e.g., Pacansky-Brock et al., 2020). Yet the project of humanizing has a complex history in the academy and beyond, with elements of this history often misaligned or directly opposed to what might be considered "feminist" goals. Feminist philosophers have long critiqued the neutral-human-as-masculine default (Beauvoir, 2010; Irigaray, 1993; Lloyd, 1993), and decolonial and antiracist scholars have highlighted the racist legacy of projects that aim to qualify humanity (Cameron, 2021) and of programs designed to humanize the Other (Berenstain, 2020, Foucault, 1979; See Malone & Malone, 2015, on the school-to-prison pipeline). These critiques indicate that an intentional reclaiming of the very notion of humanizing must occur as part of its integration into feminist pedagogy. By centring the extend to which humanizing efforts enable students and us, as instructors, to flourish (Kittay, 2019), we propose that online course policies are a far-reaching intervention point that is immediately impactful and accessible across all disciplines.

Rights

© 2025 The Authors.

This publication is licensed under a Creative Commons Attribution-Noncommercial-No Derivatives 4.0 International (CC BY-NC-ND) License. The text may be reproduced for non-commercial purposes, provided that credit is given to the original author.

Original Publication Citation

Rognlie, D. L., Frazier, K. E., & Siler, E. A. (2025). What does it mean to “humanize” online teaching? In J. T. Howard, E. Romero-Hall, C. Daniel, N. Bond, & L. Newman (Eds.), Feminist pedagogy for teaching online (pp. 173-186). AU Press. https://www.aupress.ca/app/uploads/120334_Howard_et_al_2025-Feminist_Pedagogy_for_Teaching_Online.pdf#page=185

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