Towards A Pedagogy of Transnational Feminism When Teaching and Activism Go Online


transnational feminism
online education
liberatory pedagogies
embodied knowledge
Latin American feminisms

How to Cite

Snyder, C. K., & González, S. . (2021). Towards A Pedagogy of Transnational Feminism When Teaching and Activism Go Online. Radical Teacher, 121, 66–76.


This article explores the possibilities and limitations of online teaching, based on our experience transforming a study abroad program to Argentina into an online class, amidst the COVID-19 pandemic and uprisings for racial justice. In a moment when radical educators and activists are moving online, the article considers the spatial politics involved in teaching about protest and resistance online, and in establishing transnational solidarities between U.S. and Latin American scholars, artists, activists, and students. We introduce the theory and practice of a trasnational feminist pedagogy that incorporates embodied knowledge, fosters transnational collaborations, and promotes liberatory learning practices. Drawing on autoethnography, participant observation, visual and media analysis, student interaction with course materials, and interviews with transnational feminist scholars, we investigate how educators and students adapt their teaching and learning practices to an online environment. Transnational feminist pedagogy is a flexible method that allows for transformative teaching, is attentive to power dynamics in and out of the classroom, and maintains commitments to antiracist, feminist and socialist pedagogy.


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