This discussion spans 4 days and is due before midnight on Thursday of week 4.

Learning outcomes

Students will be able to 1) discuss feminist theory, women's choices, race and cultural issues, and barriers related to gender and technology, 2) research current trends of women and technology of different cultures/countries, 3) analyze relationships among science, technology, and society using critical perspectives or examples from historical, political, or economic disciplines, 4) analyze the role of science and technology in shaping diverse fields of study over time, 5) articulate in writing a critical perspective on issues involving science, technology, and society using evidence as support.

Introduction

Feminist Pedagogy isn't about teaching feminism—it is about teaching. It is about modifying how institutions and educators deliver knowledge and skills. Feminist classrooms look different...students learn by sharing their past experiences and new discoveries in a democratic format. They own their learning process, back up their views with research, and observe issues from various angles. The activities and coursework are typically experiential and constructivist. The traditional classroom, on the other hand, attempts to teach with a patriarchal format and exults rote learning.

1. On Monday, start reading and viewing.

After viewing the video, read/view a variety of scholarly articles and movies:

Quick introduction

How can feminist pedagogy promote the empowerment of women?

By Shehna Jabbar, Janice Jones, Anu Kashyap and Magdalena Rydzy (OISE/UT). Edited by Daniel Schugurensky 2002.

More scholarly articles and movies:

On The Origins of Gender Human Capital Gaps: Short and Long Term Consequences of Teachers' Stereotypical Biases

Victor Lavy, Edith Sand, National Bureau of Economic Research, January 2015. Related NYT article

Toward a Revolutionary Feminist Pedagogy

bell hooks, 1965, Talking Back: Thinking Feminist, Thinking Black. Chapter 8, page.49.

The Interests of Full Disclosure: Agenda-Setting and the Practical Initiation of the Feminist Classroom

Nicole Seymour, Feminist Teacher

Accelerating Gender Parity in the 4th Industrial Revolution

World Economic Forum. 2017. Gender Parity (PDF) Full Report. An Agenda for Leaders to Shape the Future of Education, Gender and Work.

Gender Equality Education

UNESCO Institute of Statistics. Initiatives, data, articles, and media.

Awakening Teacher Voice and Student Voice: The Development of a Feminist Pedagogy

by Jill Weisner, Feminist Teacher

FAWA Gender Responsive Pedagogy

FAWE is a pan-African Non-Governmental Organisation working in 32 African countries to empower girls and women through gender-responsive education.

TED talks: how we learn

Then search for and listen to/read a few popular or other scholarly articles, podcasts, and videos. In a new tab, add various search phrases to a Google, Bing, or Yahoo search bar to locate articles. Switch to the Scholar, News, Videos, and Images channels to see different results.

intersectional feminist pedagogy

gender parity index

how children learn

how schools fail

successful schools, successful classrooms

women in higher education

Gender bias in the classroom

women role models in the classroom

AAUW American Association of University Women

and your own search phrases

2. By Wednesday, start discussing the readings. (4 points)

In the Canvas forum for week 4:

1. Make a new thread titled with a question from the weeks' readings that you found most intriguing.
2. In 400 words or more, recap the scholarly and popular articles you read.
   1. Write in a text editor like Word or Google Docs.
   2. ONLY ONE thread may be about the meaning of the word feminism. If someone posted this already, please choose another topic related to education.
   3. Cite sources using embedded hyperlinks in the Titles of Articles you mention so that readers can quickly open them in a new browser tab.
   4. Mention support for your ideas, provide solutions, and note personal experiences.
      • Keep personal anecdotes to a minimum; the reading recap is key here.
      • I want to hear what you learned, not necessarily what you already know.

3. By midnight on Thursday, reply to three others' threads. (4 points)

1. Glance through all the responses.
2. Respond to at least three others' threads (but not more than 5).
   • Challenge the opinions of others but back them up with research.
     • Research means you searched for and found other articles that support your ideas.
     • Writing means you wrote in your own words. Do not paste in large passages of others' writings.
   • Note which sources you found that support or contradict the ideas presented.
   • Cite sources using embedded hyperlinks in the Titles of Articles.

This section of the Cultural Research project spans 7 days and is due before midnight on Sunday of week 4.

Introduction

When you found and declared the topic of the project last week, you undoubtedly found a general biography so you have some idea where she's from, what kind of work she did, and how she was educated. This week you'll focus on discovering more about her culture (norms related to terrain, gender, religion, arts, food, etc.), women's use of technology in her culture, and her own technology.

Instructions

4.1 Setup tracking tools.

When you find resources related to the topic, keep electronic notes about each source in your favorite bibliographic tool. A formal bibliography is required as part of the project. You may prefer another tool, which you are certainly allowed to use.

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Set up your browser tabs like this to reduce distractions:

4.2 Focus on these research areas this week:

How women in that culture and time period use(d) technology is discussed. (7 points)

General description of the culture in that era (norms related to terrain, gender, religion, arts, food, etc.).

What tools, devices, appliances, and machines were commonly used by women in that culture and era?

Interpretations, comparisons, and conclusions of trends are included. (6 points)

Statistics related to gender and Education and Business/industry in the culture and era.

How have the numbers changed and what was their influence?

Biographical details (4 points)

Childhood influences and education

Work experiences

Technology details (8 points)

What tools and methods did this woman employ in her research and inventions?

Provide details and define terms to help a lay audience understand the complexities of the technology.

4.3 Try new sources

These databases are recommended by the OSU Valley Library as reputable for discovering cultural, statistical, technological, and biological details. Login using your ONID userID and password.

Use them to fill in your knowledge of the culture, tools in use by women in that culture, statistics related to business and education in that culture, and details about the topic person's technology.

• OSU library databases
• Academic Search Premier.
• JSTOR Scholarly Articles
• Women and Social Movements in the USA, Scholar's Edition
• Engineering Village
• Project Muse scholarly articles and books
• Historical Statistics United States 1610-2000
• U.S. Statistical Abstract
• Google Scholar
  How to use Google Scholar tutorial.
• CIA Country Factbook
• Library of Congress Science Reference Service
• Encyclopedia Britannica Women in Science
• How Stuff Works describes many technologies.
• Pew Research
• American’s Historical Newspapers 1690 – 1876
• American Periodicals Series 1740-1900
• OSU's list of newspaper databases
• PressDisplay world newspaperscurrent 6 mo.
• The Routledge Historical Atlas of Women in America
• The Routledge Historical Atlas of the American South
• Chronology of technical inventions Wikipedia
• Statista portal to 18k studies.
• No Ceilings, Full Participation Project.
• The Simple Truth about the Gender Pay Gap

4.4 Consult with Librarians.

If you already tried the sources above, but still could not locate a specific area of required research, consult with a human!

local_library

Formulate specific questions that describe the area of research you're trying to locate so that the human will be able to provide a targeted response. Choose more than one method of contact to ask very specific questions (but do not ask two different librarians to answer the same question). If you don't know how to use the Library's databases, then consult with librarians to learn how! Or start at Library Do It Yourself DIY.

1. Chat with Oregon Librarians, Answerland 24/7.
2. Email Women Studies Librarian, Jane Nichols.
3. Email Ecampus Librarian, Stefanie Buck. View her page.
4. Ask Engineering Librarian, Margaret Mellinger.
5. Ask Anthropology Librarian, Ruth Vondracek.
6. Ask Oregon Multicultural Archives Librarian, Natalia Fernandez.
7. Text 66746: Start with the word BEAVS the very first time you text us. Example: BEAVS what time does the library close?
8. In person with an OSU Reference Librarian or your local librarian any day of the week.
9. Telephone (541) 737–7293

Evaluating Sources

"Between June 2015 and August 2017, millions of Americans were exposed to Facebook ads and posts generated by Russian operatives who sought to influence voter behavior and exploit divisions in American society on hot-button issues." The Facebook ads Russians targeted at different groups By Dan Keating, Kevin Schaul and Leslie Shapiro. Nov. 1, 2017

In Evaluating Information: The Cornerstone of Civic Online Reasoning (2013), Stanford University scholars determined that most college, high school, and middle school students lack the ability to differentiate between advertisements, opinion pieces, and news articles. This problem tends to encourage citizens to base important opinions on untrue, incomplete, and unfair articles and ads, which many call fake or alternative news.

Our ability to differentiate fact from fiction gets harder as new sources of varying quality crop up overnight and fill our news feeds with headlines meant to attract attention rather than educate. Overuse of sensational headlines, uncited 'facts', and unrelated photos bombard our senses and distract us from reading carefully.

In addition, political parties from around the world overfill news feeds with fake information to push their agenda, which can persuade large groups of voters one way or another, as we have seen with Facebook and Instagram posts by Russian government officials.

To help us navigate factual, analysis, and opinion articles, refer to Vanessa Otero's Media Bias Chart, Edition 3 (below). To place a news source in the X axis (conservative versus liberal) and the Y axis (factual, analytical, unfair), Otero uses a metric that involves three main categories: Veracity, Expression, and Fairness. For a detailed analysis of her method, read related blog posts at All Generalizations are False as well as an expert review of her work (Media Quality and Bias) by Professor Max Stearns of University of Maryland Carey School of Law.

4.5 Optional: Conduct interviews.

(This step is optional but valuable!) Consider interviewing experts related to your topic:

Write to your topic person to get more information.

• They will be very busy, so follow the Email Etiquette tutorials.
• Do not make your email public.
  • Make notes in the bibliography tool (see previous step).
  • You can make specific quotes public when you begin writing in week 5. The email conversation cannot be your "paper"; you must write and edit original material like any other 300-level college paper would expect.

Interview others who might have known your topic person, or what life was like during her time period or in her culture.

• Who can you write/call who understands your topic?
• Leading questions should be customized based on responses to these initial inquiries:
  1. Biographical background; where were you born and raised. Where did you go to college? What degrees do you hold?
  2. Who influenced you as a child? as a college student? in your current work?
  3. What is your mission in life?
  4. What patents do you hold? or what have you invented? or what improvements did you make to gain fame?
  5. Can you describe the technology for a lay audience?
  6. What tools help you meet your goals?
  7. Where can I see diagrams and/or photos of your technology?
  8. What will you invent/develop/study next?
  9. Tell us what your daily routine is like?
  10. What are you passionate about in your work? in your play?
  11. How has your culture influenced and/or hindered your work?

4.6 Blog about your contact with the librarian. (5 points)

1. Login to your Wordpress site and click the My Site button to get to the Dashboard.
2. Click on the Blog Posts Add button.
   • Title the Post to briefly describe the topic.
   • Write a paragraph about which bibliographic tool(s) you are using from step 4.1.
   • Write a paragraph about which sources you preferred from step 4.3's list.
   • Write a paragraph about your contact with librarians. What kind of contact helped the most?
   • Check grammar and spelling.
   • Click the Category button and choose the Gender & Technology.
   • Click the Publish button.

4.7 Submit the URL to your new post.

1. View your site live (not from the Dashboard).
2. Select the URL for your home page or your new Post.
3. Paste the URL into the Canvas assignment link for Chapter 4.