Abstract
Feminist pedagogy and values already make up essential parts of our instructional design (ID) practice. Still, feminist approaches in instructional design remain implicit at best, and instructional designers are often disconnected from broader theoretical discussions within the fields of education and design. This chapter introduces those new to formal feminist theories and a bridge from critical theory to ID practice. This chapter describes four concepts based on broad feminist theories that support instructional designers’ practice and role as change agents. Based on these concepts, I offer principles to support feminist approaches to instructional design.
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