Abstract
Most practitioners using feminist pedagogy assert small, discussion-based classrooms are best suited for creating power-sharing spaces where students are co-creators of knowledge. While we do not disagree that small classes are well-matched for feminist pedagogy, we challenge the assumption that feminist pedagogy cannot be practiced in large classes. This article explores how Top Hat, a web-enabled classroom response system (CRS), can be used to facilitate feminist pedagogy in a large Introduction to Women’s Studies class. Using data on student perceptions of the CRS, as well as instructor reflections on a technology-centered feminist classroom, this work suggests CRS can be used to approximate many aspects of feminist pedagogy, especially a sense of participation and engagement in the otherwise impersonal landscape of the large University classroom.
Recommended Citation
Rainey-Smithback, Sarah and Kalaf-Hughes, Nicole
(2025)
"Using Classroom Response Systems for Feminist Pedagogy in Large Classes,"
Feminist Pedagogy: Vol. 6:
Iss.
2, Article 3.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol6/iss2/3