ABSTRACT
The author provides a working definition of feminism and outlines what she takes to be several features of feminist pedagogy. She explains the context in which she attempted to apply feminist pedagogical principles through these assignments. Juanita Johnson-Bailey and Ming-Yeh Lee contend that feminist pedagogy entails a distinctive teaching style that is non authoritative and nurturing as it employs a political framework that encourages consciousness raising, activism, and a caring and safe environment. Then, author shows how certain feminist pedagogical principles were either actualized or frustrated as students completed the work for the class. Seymour's concern applies equally to her choice to initiate the creation of a feminist classroom through the syllabus co-construction process and to the encouragement to select blogging to further that end. The author concludes with some reflections on feminist pedagogy as well as some tips for maximizing the use of technology for feminist pedagogical ends.
