eLearning Modules

GWSS has created five eLearning modules to teach core concepts in Feminist Studies: Empire, Gaze, Gender, Intersectionality, and Whiteness. The modules provide students an opportunity to practice key concepts that increase their fluency in feminist theory, while allowing instructors to develop individual learning outcomes.

The modules can be stand alone and do not require additional support or software. We have made the modules freely available for download. You may preview and/or download the modules below. 

Empire

“Empire” introduces users to key concepts in postcolonial and transnational feminist thought, such as Orientalism, settler colonialism, and cultural imperialism. Users can expect to learn how these terms interact with critiques of race, class, gender, sex, and nation. Examples from science and popular culture are also used.

Preview the Empire module.

The Gaze 

“The gaze” theorizes the uneven power of looking by examining the concepts of the “male gaze” and the “white gaze.” Users can expect to learn about Laura Mulvey’s theory of “the male gaze,” bell hooks’ and Kobena Mercer’s critical race critiques of “the gaze,” and how to use the term in film, media, and cultural analyses.

Preview the Gaze module.

Gender

“Gender” introduces how gender is theorized as a biological fact, a social construction, and a performative “doing” or enactment of social norms. This module also includes discussion of sex and sexuality and how gender relates to sex and sexuality. Users can expect to learn about how these theories differ, their implications, and how to engage gender intersectionally.

Preview the Gender module.

Intersectionality

“Intersectionality” describes how systems of power and identities interlock, or become mutually-constitutive. Users can expect to learn about the theoretical and methodological implications of intersectionality, the genealogy of the term, and its practical application. Case studies of anti-discrimination law are used as examples.

Preview the Intersectionality module.

Whiteness

“Whiteness” introduces analyses of white supremacy, white privilege, and whiteness as a racial/social formation. Users can expect to learn about how to theorize whiteness, the genealogy of white supremacy, how to identify white privilege, and how to discuss the social construction of race. Examples of property law in the U.S. are provided to break-down these concepts.

Preview the Whiteness module.

Accessing the Modules

They are available in SCORM and Tin Can formats, both of which are compatible with many popular learning management systems (e.g. Moodle and Blackboard). Multiple-choice quizzes are included at the end of the modules and scoring can be integrated into Moodle or Blackboard gradebooks. The Tin Can format is for users who are either using newer instances of Moodle and/or Blackboard, or those who want to use the modules outside of a learning management system (say, in an HTML5 website). Each concept is available in two versions, with beginner (1xxx) and advanced (3xxx) level quizzes at the end. Other than the quizzes, the content is the same in both the beginner and advanced versions. Download and configure the modules

Downloading a module to use in your course?

Please provide your name, email, department, and university affiliation (if applicable). We would like to track how the modules are being used, but we won’t be filling your inbox. If you have any difficulties with the download, please contact gwss@umn.edu.

Credits

Modules are made possible through generous grants from the Liberal Arts Technology Innovation Services (LATIS) at the University of Minnesota and support from the Department of Gender, Women, & Sexuality Studies.

Dr. Jigna Desai conceived the modules. Katie Bashore and Diane Detournay developed the content. Lars Z. Mackenzie managed the modules’ redesign: editing and updating content, increasing accessibility and usability, and recording narration voice-overs. 

The Technology Enhanced Learning team at LATIS enabled the production of the modules, with special help from Technology Enhanced Learning Coordinator Celina Byers, Instructional Designer Ann Fandrey, and undergraduate technology assistants Josh Kassel and Brian Roth. We also thank Regina Kunzel, Jude Higdon, Colin McFadden, Lauren Marsh, Jen Mein, Nancy Sims, and Bob Rubinyi for their support.