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The Design of Learning Experience pp 231–249Cite as

The Feminist Instructional Designer: An Autoethnography

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Abstract

The following excerpts reflect a set of values and assumptions about instructional design as a scholarship and a practice. However, one of them is not like the others.

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Notes

  1. 1.

    Merrill, in Zemke & Rossett, 2002, 30.

  2. 2.

    Retrieved October 11, 2014, from http://www.draftcountdown.com/forum/showthread.php?s=c78d7734383302b65fea8db29ddb8676&p=1965425#post1965425

  3. 3.

    For example, US Air Force Human Resources Lab, Navy Personnel Research and Development Center, US Air Force, US Department of Defense, the Navy Project, NATO Advanced Study Institute, NATO Advanced Research Workshop.

  4. 4.

    In 2013, the median weekly earnings for women in full-time management, professional, and related occupations were $973, compared to $1,349 for men.

  5. 5.

    This may be partly because women tend to cluster in lower-paying fields. The most-educated swath of women, for example, gravitates toward the teaching and nursing fields. Men with comparable education become business executives, scientists, doctors, and lawyers—jobs that pay significantly more. Times, April 20, 2011.

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Author information

Authors and Affiliations

  1. University of Alberta, Edmonton, Canada

    Katy Campbell Ph.D.

Authors
  1. Katy Campbell Ph.D.
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Correspondence to Katy Campbell Ph.D. .

Editor information

Editors and Affiliations

  1. College of Design, University of Minnesota, St. Paul, Minnesota, USA

    Brad Hokanson

  2. Athens, Georgia, USA

    Gregory Clinton

  3. Wayne State University, Detroit, Michigan, USA

    Monica W. Tracey

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Campbell, K. (2015). The Feminist Instructional Designer: An Autoethnography. In: Hokanson, B., Clinton, G., Tracey, M. (eds) The Design of Learning Experience. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-319-16504-2_16

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