Feminist Pedagogy and Student Collaboration in Open Educational Practices in the Art History Classroom.
This article examines undergraduate students' experiences in creating open educational resources (OERs) in a contemporary art history course. The construction of OERs reflects an interest in feminist pedagogy and open educational practices, which aim to create a learner‐centred classroom that values...
| Publicado en: | International Journal of Art & Design Education Vol. 44; no. 1; pp. 49 - 63 |
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| Formato: | Artículo |
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Wiley-Blackwell
Feb2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=183991124&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 183991124 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Feb2025 vid: 44 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 183991124 10.1111/jade.12524 ppf: 49 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 178KB tig: atl: Feminist Pedagogy and Student Collaboration in Open Educational Practices in the Art History Classroom. aug: au: Ishii‐Bear, Sara Tomoe su: Art history Student-centered learning Group work in education Art education Educational resources Feminists Women of color 21st century art sug: subj: Art history Student-centered learning Group work in education Art education Educational resources Feminists Women of color 21st century art keyword: art history contemporary art feminist pedagogy open education student collaboration ab: This article examines undergraduate students' experiences in creating open educational resources (OERs) in a contemporary art history course. The construction of OERs reflects an interest in feminist pedagogy and open educational practices, which aim to create a learner‐centred classroom that values accessibility, equity, and cultural responsiveness. The article discusses the scaffolded assignment that guided students in researching and writing open access lesson plans. The students' work was subsequently published on the OERTX Repository website. Student‐generated materials give learners the opportunity to focus on topics that interest them the most. Such a move is especially valuable since the student demographics represent a high number of women of colour and first‐generation students. Given the historical marginalisation of women's and people of colours' voices in art history, the inclusion of women students of colours' research is valuable to art history pedagogy. The results of an anonymous student survey indicate that students felt that coauthoring an OER offered opportunities to communicate their interests and create more meaningful work, while at the same time, they asked for additional support in navigating group work challenges and research needs. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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