Abstract
This paper is exploratory in a sense: I explore the possibility of feminist pragmatism as a pedagogical position compatible with online education. I argue in this paper that feminist pragmatism (FP) can be an important philosophic resource to continually challenge and change the online educational conversation. Contemporary feminist pragmatism is a conscious effort of women philosophers who took inspiration from the works of major women pragmatist thinkers, as well as others, especially John Dewey. Early women pragmatists developed a fruitful collegial relationship with John Dewey and collaborated on studies and issues that shaped Dewey’s pragmatism. FP’s main tenets include an emphasis on context and experience, pluralism, diversity, and commitment to transformation. My aim in this paper is twofold: first, I seek to discuss online education and remote learning as experienced during the COVID-19 pandemic; and second, drawing from FP’s philosophical tenets, I explore feminist-pragmatist perspectives on online education. Furthermore, I wish to contribute to the expansion and depth of Deweyan approaches through feminist consciousness and sensibilities.
Project Muse URL
https://muse.jhu.edu/article/861513
Recommended Citation
Taganas, Krissah Marga B.
(2021)
"Feminist-Pragmatist Perspectives on Online Education: Challenging and Changing Online Educational Conversation,"
Education and Culture: Vol. 37
:
Iss.
2,
Article 4.
Available at:
https://docs.lib.purdue.edu/eandc/vol37/iss2/art4
