ABSTRACT
This chapter examines course content/design, instructional roles, and post-instructional understandings encountered in teaching Gender Roles Across Cultures (GRAC) between The College at Brockport, State University of New York, and Novgorod State University in Novgorod, Russia. The chapter draws on principles of feminist pedagogy that serve as a tool for collaborative cross-cultural learning, and community of inquiry and media ecology frameworks that theorize how media interaction influences cultural and perceptual understanding. Drawing on egalitarian tenets central to feminist thought and praxis, the chapter argues that a globally linked course in women and gender studies (WGST) effectively engages student voices. The chapter analysis addresses ways in which communication technologies mediate student interaction, focusing on intercultural and collaborative dialogue, a value emblematic to feminist pedagogy and media ecological thought and practice. Varying GRAC's synchronic and asynchonic media furthered opportunities for students' cultural and perceptual immersion.
