CYBERFEMINIST POTENTIAL FOR DIALOGUE AND VOICE ON THE CLASS BLOG

The second wave feminism of the 1960s and 70s has undoubtedly influenced the way people of my generation think and act today. One of its great achievements, in my opinion, is the way in which many of the key slogans, concepts and ideas put forward during the movement have become absorbed into our minds and integrated into our cultures. The fundamental brainchildren of the 60s Women´s Liberation Movements such as the glass ceiling are not marginal and obscure, but known by all and often debated. 1 Yet, regrettably, discussions that centre on such ideas are often introduced by many of my peers with the ubiquitous "I´m not a feminist but…". 2 Where has the revolutionary fervor of women of the sixties gone? Where are the women that strove so hard for our rights now? Where are their daughters, granddaughters and nieces, and where do we go from here? In this paper I intend to explore a possible forum for responding to these issues and others by focusing on blogging as a way forward for feminists. Firstly, I explore the possible advantages that blogging holds for feminism. Secondly, I focus on its problems, difficulties and the obstacles and barriers that it potentially creates. Finally, bearing in mind the lessons learnt from the first two sections of the paper, I analyse and evaluate a specific case study of a feminist blog.

International Journal of Gender Science and Technology, 2014

REVIEW Feminist Cyberspaces: Pedagogies in Transition is a collection of case studies which look to incorporate women into the 21 st century technology-based classroom, exploring technologies such as gaming, Virtual Learning Environment (VLE) and social networking. This is a book for lecturers and postgraduates and firmly sits within the genre of education. The book is split into two sections-"Widening the Scope of the Traditional Classroom: Technology and Feminist Pedagogy" (Chapters 1-7) and "The Virtual Classroom: Distance Education and Virtual Worlds" (Chapters 8-14); these two sections could perhaps have been split differently as some chapters seem to fit well with those in the other section. The book has two main types of case studies-those which are technological courses which look at feminism (where the discussions are for those with knowledge of social networking, blogging etc.) or those which are feminist courses which utilise technology (where the technology itself is new to the author/s so the discussion is about how the material is crossed over to be used in a technological forum such as VLE). It begins with an introduction by Sharon Collingwood who discusses her own introduction to technology in education and the inbuilt biases and assumptions which led to her own involvement in this area.

Feminism and Religion in the 21st Century: Technology, Dialogue, and Expanding Borders, edited by Gina Messina-Dysert and Rosemary Radford Ruether, 2014

I reflect upon my classroom experience of teaching feminist ethics in a specifically feminist pedagogical way by having the students co-construct the syllabus, participate in a class blogging assignment, produce a class wiki on feminist ethical terms.

I Confess: Constructing the Sexual Self in the Age of the Internet. Eds.Thomas Waugh and Brandon Arroyo, 2019

In this co-authored piece, we examine the uses and applicability of feminist consciousness-raising to the making of contemporary online feminisms. In doing so, we are specifically interested in how, both historically and in the present, feminisms have been invested in a confessional politics, one that confesses to the feminist community, be it at a small meeting or online to an unknown number of participants. As a particular incarnation of confessionality, certain aspects of consciousness-raising continue to exist today in online feminist engagements. Looking at feminist media such xoJane (2011–16) and Jezebel (launched 2007), we explore the contemporary inheritances of the consciousness-raising technology, with an eye to thinking about how it produces particularly sexed, racialized, and sexual subjects.

Feminist Cyberspaces is a new collection of writings on feminist teaching with technology. It relates the experiences of teachers who are learning to integrate web 2.0 technologies into their courses.

Journal of Women's History

In "Feminism and Religion in the 21st Century: Technology, Dialogue, and Expanding Borders" by Gina Messina-Dysert and Rosemary Radford Ruether