Year: 2025
Type: article
Abstract: While SoTL has solidified into a more well-defined field, scholarship on teaching and learning has continued in a range of disciplinary sites. This discipline-based work has not always been fully integrated into the SoTL field. In an attempt to combat this research siloing, this narrative literature review examines co-creation practices in publications about feminist pedagogy. Looking across six feminist journals from 2016 through 2023, the review finds many examples of whole-class co-creation in the curriculum which fall into four broad categories: co-creation of knowledge through discussion, co-creation of knowledge through student work, co-creation of assessment through ungrading, and co-creation of the classroom environment itself. Ultimately, the review finds that whole-class co-creation can be accomplished through a series of small practices, while still maintaining some of the valuable benefits to students found in wider pedagogical partnership literature. More broadly, however, the review calls for more attention to scholarship that may not self-identify as SoTL but which can offer invaluable lessons to the field nonetheless, such as disciplinary-based research and writing about teaching.
Author: Sophia Abbot
Institution: University of Rhode Island
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
Funder: George Mason University
OpenAlex ID: W7116076068