Ringrose, J;
(2018)
Digital feminist pedagogy and post-truth misogyny.
Teaching in Higher Education
, 23
(5)
pp. 647-656.
10.1080/13562517.2018.1467162.
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Abstract
In this point of departure, I discuss using an intersectional feminist lens to explore Twitter traffic around Donald Trump’s 2016 US election win in an MA module Sociology of Education. Next I reflect upon my experience of having the feminist content of my public Twitter account trolled during the election period. I argue Twitter provides a new mediated space for teaching and learning but feminist academics also face risks in the form of misogyny both online and off.
| Type: | Article |
|---|---|
| Title: | Digital feminist pedagogy and post-truth misogyny |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13562517.2018.1467162 |
| Publisher version: | https://doi.org/10.1080/13562517.2018.1467162 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Social Sciences, Education & Educational Research, Trump, racism, sexism, intersectional feminism, digital public pedagogy, Twitter, trolling |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10062390 |
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