Skip to main content
View expanded cover

The Design of Learning Experience pp 231–249Cite as

The Feminist Instructional Designer: An Autoethnography

  • Chapter

Part of the Educational Communications and Technology: Issues and Innovations book series (ECTII)

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.

Keywords

  • Instructional Design
  • Social Power
  • Feminist Pedagogy
  • Universal Design
  • Narrative Inquiry

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This is a preview of subscription content, access via your institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-3-319-16504-2_16
  • Chapter length: 19 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   99.00
Price excludes VAT (USA)
  • ISBN: 978-3-319-16504-2
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   129.00
Price excludes VAT (USA)
Hardcover Book
USD   149.99
Price excludes VAT (USA)
Learn about institutional subscriptions

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.

References

  • Academy of Achievement. (1995). Interview of Frank Gehry. Willamsburg, VA. Retrieved from http://www.achievement.org/autodoc/page/geh0int-1

  • Bardzell, S. (2010). Feminist HCI: Taking stock and outlining an agenda for design. Paper presented at CHI 2010, Atlanta, GA.

    Google Scholar 

  • Boling, E., Easterling, W., Hardre, P., Howard, C., & Roman, T. (2011). ADDIE: Perspectives in transition. Educational Technology, 51(5), 34–38.

    Google Scholar 

  • Boling, E., & Smith, K.M. (2009). Design tensions: Adapting a signature pedagogy into instructional design education. Paper presented at the meeting of American Educational Research Association, San Diego, CA.

    Google Scholar 

  • Boling, E., & Smith, K. (2010). Intensive studio experience in a non-studio masters program: Student activities and thinking across levels of design. Design and complexity: Design Research Society Conference 2010; School of Industrial Design, Montreal (QC), Canada.

    Google Scholar 

  • Campbell, K., Schwier, R. A., & Kenny, R. (2010). Agency of the instructional designer: Moral coherence and transformative social practice. In J. Willis (Ed.), Constructivist instructional design (C-ID) (pp. 243–264). Charlotte, VA: Information Age.

    Google Scholar 

  • Catalyst. (2014). Catalyst quick take: Women’s earnings and income (p. 2014). New York: Catalyst.

    Google Scholar 

  • Charmaz, K. (2005). Grounded theory in the 21st century: Applications for advancing social justice research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 507–535). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Christians, C. G. (2000). Ethics and politics in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 133–155). London: Sage.

    Google Scholar 

  • Clark, R. C. (2002). Applying cognitive strategies to instructional design. Performance Improvement, 41(7), 10–16.

    CrossRef  Google Scholar 

  • Cross, N. (1999). Design research: A disciplined conversation. Design Issues, 15(2), 5–10.

    CrossRef  Google Scholar 

  • Cross, N. (2007). Designerly ways of knowing. London: Springer.

    Google Scholar 

  • Coffey, A. (1999). The Ethnographic Self: Fieldwork and the Representation of Identity. Sage.

    Google Scholar 

  • Denzin, N. K. (1989). Interpretive Biography (Qualitative Research Methods Series, 17. Sage.

    Google Scholar 

  • Duffy, T. M., & Jonassen, D. H. (1992). Constructivism: New implications for instructional technology. In T. Duffy & D. Jonassen (Eds.), Constructivism and the technology of instruction (pp. 1–16). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Eisner, E. W. (1981). On the differences between scientific and artistic approaches to qualitative research. Educational Researcher, 10(4), 5–9.

    CrossRef  Google Scholar 

  • Ellis, C., & Bochner, A. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Fleming, C., & Fullagar, S. (2007). Reflexive methodologies: An autoethnography of the gendered performance of sport/management. Annals of Leisure Research, 10(3/4), 238–256.

    CrossRef  Google Scholar 

  • Flood, M. (2001). Bringing men into the light? Women’s Studies and the problem of men. Paper presented to Casting New Shadows: Australian Women’s Studies Association Conference, Sydney, AU.

    Google Scholar 

  • Garber, M. (1999). Academic instincts. Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.

    Google Scholar 

  • Gibbons, A. S., & Yanchar, S. C. (2010). An alternative view of the instructional design process. Educational Technology, 50(4), 16–26.

    Google Scholar 

  • Gubrium, E., & Koro-Ljungberg, M. (2005). Contending with border making in the social constructionist interview. Qualitative Inquiry, 11(5), 689–715.

    CrossRef  Google Scholar 

  • Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599.

    CrossRef  Google Scholar 

  • Haraway, D. (1991). Simians, cyborgs and women: The reinvention of nature. London: Free Association Books.

    Google Scholar 

  • Harding, S. G. (2004). Feminist standpoint theory: Intellectual and political controversies. New York: Psychology Press.

    Google Scholar 

  • Herring, S. C., Ogan, C., Ahuja, M., & Robinson, J. C. (2006). Gender and the culture of computing in applied IT education. In E. Trauth (Ed.), Encyclopedia of gender and information technology. Hershey, PA: Information Science. Preprint: http://ella.slis.indiana.edu/~herring/gite.pdf.

    Google Scholar 

  • Hill, C., Corbett, C., & St. Rose, C. (2013). Why so few? Women in science, technology, engineering and technology. Washington, DC: American Association of University Women.

    Google Scholar 

  • Hongladarom, S. (2001). Cultures and global justice. In W. Sriwarakuel, M. B. Dy, J. Haryatmoko, N. Y. Chuang, & C. Yiheang (Eds.), Cultural traditions and contemporary challenges in Southeast Asia: Hindu and Buddhist (pp. 313-326), Council for Research in Values, Cultural Heritage and Contemporary Change Series IIID, Volume 3.

    Google Scholar 

  • Internet Encyclopedia of Philosophy IEP. Feminist Standpoint Theory. Retrieved June 2, 2014, from http://www.iep.utm.edu/fem-stan/

  • Lapadat, J. C., Black, N. E., Clark, P. G., Gremm, R. M., Karanja, R. W., Mieke, M., et al. (2010). Life challenge memory work: Using collaborative autobiography to understand ourselves. International Journal of Qualitative Methods, 9(1), 78–104.

    Google Scholar 

  • Lincoln, Y. S., & Denzin, N. K. (1994). The fifth moment. In N. K. Denzin & Y. S. Lincoln (Eds.), The handbook of qualitative research (1st ed., pp. 575–586). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Luke, C. (1992). Feminist politics in radical pedagogy. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy. New York: Routledge.

    Google Scholar 

  • Martimianakis, M. A. (2008). Reconciling competing discourses: The University of Toronto’s equity and diversity framework. In A. Wagner, S. Acker, & K. Mayuzumi (Eds.), Whose university is it, anyway? Power and privilege on gendered terrain (pp. 44–60). Toronto, ON: Sumach Press.

    Google Scholar 

  • McDowell, L. (2007). Gender, identity and place: Understanding feminist geographies. Minneapolis, MN: University of Minnesota Press.

    Google Scholar 

  • McCarthy, J. J., & Prince, A. (1995). Faithfulness and reduplicative identity. In J. Beckman, L. W. Dickey, & S. Urbanczyk (Eds.), Papers in optimality theory: University of massachusetts occasional papers 18 (pp. 249–384). Amherst, Mass: Graduate Linguistic Student Association.

    Google Scholar 

  • Merrill, D., Drake, L., Lacy, M. J., & Pratt, J. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5–7.

    Google Scholar 

  • Morgan, D. (1992). Discovering men. London: Routledge.

    Google Scholar 

  • Nelson, H. L. (2001). Damaged identities: Narrative repair. Ithaca, NY: Cornell University Press.

    Google Scholar 

  • Nieusma, D. (2004). Alternative design scholarship: Working toward appropriate design. Design Issues, 20(3), 13–24.

    CrossRef  Google Scholar 

  • Nordin-Hultman, E. (2004). Pedagogical miljöer och barns subjektsskapande [The pedagogical environment and the construction of children’s subjectivity]. Stockholm: Liber.

    Google Scholar 

  • Ogan, C., Robinson, J. C., Ahuja, M., & Herring, S. C. (2006). Gender differences among students in computer science and applied information technology. In W. Aspray & J. McGrath Cohoon (Eds.), Women and information technology: Research on the reasons for under-representation (pp. 279–300). Cambridge: MIT Press. Preprint: http://ella.slis.indiana.edu/~herring/ogan.2006.pdf.

    CrossRef  Google Scholar 

  • Orner, M. (1992). Interrupting the calls for student voice in “liberatory” education: A feminist poststructuralist perspective. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 74–89). New York: Routledge.

    Google Scholar 

  • Pagnotta, B. (2013). AD classics: The Guggenheim Museum Bilbao/Frank Gehry. ArchDaily. Retrieved November 6, 2014, from http://www.archdaily.com/p=422470

  • Reed-Danahay, D. (1997). Auto/ethnography. New York: Berg.

    Google Scholar 

  • Reigeluth, C. M. (Ed.). (1999). Instructional design theories and models, volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Assoc.

    Google Scholar 

  • Rothschild, J. (Ed.). (1999). Design and feminism: Re-visioning spaces, places and everyday things. New Brunswick, NJ: Rutgers University Press.

    Google Scholar 

  • Simons, P. (2014, May 28). Who should guard the guardians? Professions that self-regulate must earn public trust. Edmonton Journal. Retrieved June 1, 2014.

    Google Scholar 

  • Sparkes, A. C. (2002). Autoethnography: Self-indulgence or something more? In A. Bochner & C. Ellis (Eds.), Ethnographically speaking: Autoethnography, literature, and aesthetics. New York: AltaMira.

    Google Scholar 

  • Statistics Canada, Table 282-0072: Labour Force Survey Estimates (LFS), Wages of Employees by Type of Work, North American Industry Classification System (NAICS), Sex and Age Group, “CANSIM (2014).

    Google Scholar 

  • Stanley, L. (1993). On auto/biography in sociology. Sociology (27), 41–52.

    Google Scholar 

  • Storrs, D., & Mihelich, J. (1998). Beyond essentialisms: Team teaching gender and sexuality. NWSA Journal, 10(1), 98–118.

    CrossRef  Google Scholar 

  • Sullivan, R. (2014, October). All about Ives. Vogue, 204(10). Online version.

    Google Scholar 

  • Taguchi, H. L. (2005). Getting personal: How early childhood teacher education troubles students’ and teacher educators identities regarding subjectivity and feminism. Contemporary Issues in Early Childhood Education, 6(3), 244-255.

    Google Scholar 

  • Tracey, M. W., & Boling, E. (2013). Preparing instructional designers: Traditional and emerging perspectives. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp 653-659). New York: Springer.

    Google Scholar 

  • Tracey, M. W., & Hutchinson, A. (2013). Developing designer identity through reflection. Educational Technology, 53(3), 28–32.

    Google Scholar 

  • Tracey, M. W., Hutchinson, A., & Quinn Gryzbyk, T. (2014). Instructional designers as reflective practitioners: Developing professional Identity through reflection. Educational Technology Research & Development, 62(3), 315–334.

    CrossRef  Google Scholar 

  • Trynauer, M. (2010, August). Architecture in the age of Gehry. Vanity Fair. Retrieved November 6, 2014, from http://www.vanityfair.com/culture/features/2010/08/architecture-survey-201008

  • Turkle, S. (1997). Life on the screen: Identity in the age of the internet. New York: Simon & Schuster.

    Google Scholar 

  • Verbeek, P. P. (2006). Materializing morality: Design ethics and technological mediation. Science, Technology & Human Values, 31(3), 361–380. doi:10.1177/0162243905285847.

    CrossRef  Google Scholar 

  • Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction, course design, and evaluation in distance education. International Journal of Educational Telecommunications, 6(4), 339–362.

    Google Scholar 

  • Weedon, C. (1997). Feminist practice and poststructuralist theory (2nd ed.). Malden, MA: Blackwell.

    Google Scholar 

  • Zazar, K.M. (2004). Design precedents and identity: The exercises. Paper presented at the 8th annual Generative Art Conference, Milan, Italy.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Alberta, Edmonton, Canada

    Katy Campbell Ph.D.

Authors
  1. Katy Campbell Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

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

Rights and permissions

Reprints and Permissions

Copyright information

© 2015 Springer International Publishing Switzerland

About this chapter

Cite this chapter

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

Download citation