Byrd, D., Nixon-Cobb, E., Beckman, M., McMahan, E., Seetch, B., & Smith, A. (2010). Teaching the “isms”: Feminist pedagogy across the disciplines. Institute for Teaching & Research on Women.
Chapman, T. K., & Hobbel, N. (Eds.). (2022). Social justice pedagogy across the curriculum: The practice of freedom. Routledge.
Comeforo, K., & Matacin, M. L. (Eds.). (2023). bell hooks’ engaged pedagogy for the 21st century classroom: Radical spaces of possibility. Lexington Books.
Crabtree, R. D., Sapp, D. A., & Licona, A. C. (Eds.). (2009). Feminist pedagogy: Looking back to move forward. Johns Hopkins University Press.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
Light, T. P., Nicholas, J., & Bondy, R. (Eds.). (2015). Feminist pedagogy in higher education: Critical theory and practice. Wilfrid Laurier University Press.
Luke, C., & Gore, J. (1993). Feminisms and critical pedagogy. Routledge.
Martin, J., Nickels, A. E., & Sharp-Grier, M. (Eds.). (2017). Feminist pedagogy, practice, and activism: Improving lives for girls and women. Routledge.
Revelles-Benavente, B., & Ramos, A. (Eds.). (2017). Teaching gender: Feminist pedagogy and responsibility in times of political crisis. Routledge.
Thayer-Bacon, B. J., Stone, L., & Sprecher, K. M. (Eds.) (2013). Education feminism: Classic and contemporary readings. State University of New York Press.
Triviño Cabrera, L. (2022). Feminist critical literacy: From mainstream culture to didactic produsage. Ediciones Octaedro.
Weiler, K. (Ed.) (2001). Feminist engagements: Reading, resisting, and revisioning male theorists in education and cultural studies. Routledge.
Scholarly Articles
Bozalek, V., McMillan, W., Marshall, D., November, M., Saniels, A., & Sylvester, T. (2014). Analysing the professional development of teaching and learning from a political ethics of care perspective. Teaching in Higher Education, 19(5), 447-458. http://dx.doi.org/10.1080/13562517.2014.880681.
Busse, E., Krausch, M., & Liao, W. (2021). How the “neutral” university makes critical feminist pedagogy impossible: intersectional analysis from marginalized faculty on three campuses. Sociological Spectrum, 41(1), 2-52. https://doi.org/10.1080/02732173.2020.1850377
Carr, A. D., & Micciche, L. R. (2019). “How about we try this…?”: Feminist microresilience and institutional change. Pedagogy, 19(2), 209-224. https://doi.org/10.1215/15314200-7295883
Henderson, E. F. (2019). The (un)invited guest? Feminist pedagogy and guest lecturing. Teaching in Higher Education, 24(1), 115-120. https://eric.ed.gov/?id=EJ1199373
Kubala, J. (2020). Of trauma and triggers: Pedagogy and affective circulations in feminist classrooms. Feminist Formations, 32(2), 183-202. https://muse.jhu.edu/article/765191
Larson, L. M. (2005). The necessity of feminist pedagogy in a climate of political backlash. Equity & Excellence in Education, 28(2), 135-144. https://doi.org/10.1080/10665680590935115
Lidinsky, A. (2014). “Reacting to the past” to be proactive in the present: Feminist roots of high-impact practices. Feminist Teacher, 24(3), 208-212. https://muse.jhu.edu/pub/34/article/589361
Yang, H. (2012). Feminist teaching practice in masculine higher education institutions in Taiwan. Asian Journal of Women’s Studies, 18(3), 7-37. https://doi.org/10.1080/12259276.2012.11666130
Chapters
Atkinson, M. P., & Grether, S. T. (2017). The scholarship of teaching and learning and the status of women. In D. D. Liston & R. Rahimi (Eds.), Promoting social justice through the scholarship of teaching and learning (pp. 35-49). Indiana University Press.
Brunila, K. (2019). The power of critical feminist pedagogy in challenging “learnification” and the neoliberal ethos. In S. Magaraggia, G. Mauerer, & M. Schmidbaur (Eds.), Feminist perspectives on teaching masculinities: Learning beyond stereotypes (pp. 19-29). Routledge.
Currier, D. M. (2020). Feminist pedagogy. In N. A. Naples (Ed.), Companion to Feminist Studies (341-356). John Wiley & Sons Ltd.
Henry, A. M. (2011). Feminist theories in education. In A. Henry, B. P. Gallegos, M. B. Greiner, P. G. Price, & S. Tozer (Eds.), Handbook of research in the social foundations of education (pp. 261-282). Taylor & Francis.
Irvin, A. L. (2022). The female “confidence gap” and feminist pedagogy: Gender dynamics in the active, engaged classroom. In P. Thompson & J. Carello (Eds.), Trauma-informed pedagogies: A guide for responding to crisis and inequality in higher education (pp. 259-276). Palgrave Macmillan Cham.
Nickels, A. E., & Trier-Bieniek, A. (2017). Social change through campus engagement: Perspectives on feminist activist pedagogy in university-based women’s centers. In J. Martin, A. E. Nickels, & M. Sharp-Grier (Eds.), Feminist pedagogy, practice, and activism: Improving lives for girls and women (pp. 211-228). Routledge.
O’Donald, S., Hatza, N., & Springgay, S. (2009). The knitivism club: Feminist pedagogies of touch. In J. A. Sandlin, B. D. Schultz, & J. Burdick (Eds.), Handbook of public pedagogy: Education and learning beyond schooling (pp. 327-332). Taylor & Francis.
Rehm, M. (2016). Agency and activism as elements in a ‘pedagogy of hope’: Moving beyond ‘this class is depressing.’ In K. Haltinner & R. Pilgeram (Eds.), Teaching gender and sex in contemporary America (pp. 207-214). Springer Cham.
Thompson, P., & Marsh, H. (2022). Centering equity: Trauma-informed principles and feminist practice. In P. Thompson & J. Carello (Eds.) Trauma-informed pedagogies: A guide for responding to crisis and inequality in higher education (pp. 15-33). Palgrave Macmillan Cham.