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It frames access as pedagogy to challenge decontextualized views of online learners and to treat access to resources as an equity opportunity. It calls for intersectional gender analysis and openness in pedagogical processes to address bias, misrecognition, misrepresentation, and unequal participation, positioning student participation as transformative toward wellbeing and agency.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/access-as-pedagogy-a-case-for-embracing-feminist-pedagogy-in-open-and-distance-learning/592938/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/access-as-pedagogy-a-case-for-embracing-feminist-pedagogy-in-open-and-distance-learning/592938.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper mean by “access as pedagogy” in open and distance learning?","Question",{"text":112,"@type":113},"It uses “access as pedagogy” to examine what distance education offers, how it reaches learners, and where feminist interventions can be introduced. The concept challenges disembodied views of online learners and treats access to resources as an equity opportunity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper emphasize feminist pedagogy in open and distance learning?",{"text":117,"@type":113},"Feminist pedagogy is presented as both an ethical and pedagogical stance that shapes inclusive educational services, methods, policies, and legislation. The author links it to student support for wellbeing, agency, and a broader ideal of existential equality.",{"name":119,"@type":110,"acceptedAnswer":120},"What research background does the author use to support the discussion?",{"text":121,"@type":113},"The author describes a 2018 project at Anadolu University in Turkey that surveyed distance learning students about their stories leading to open and distance learning. Over 2700 students responded, and women’s stories particularly highlighted socio-economic barriers, oppression, and additional domestic burdens.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592938,1792121986,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning  \nSuzan Koseoglu  \nAbstract: While the mainstream discourse around Open and Distance Learning (ODL) centers on standardization, scalability, efficiency, and cost-effectiveness, I return to a much more contextual and humane understanding of teaching and learning in ODL through feminist pedagogy. I begin my inquiry by discussing women students’ experiences through the notion of access as pedagogy, which challenges disembodied views of online learners and learning, and a view of access to resources as an opportunity for equity. My primary focus in this discussion is gender issues ; however, I view feminist pedagogy as an ethical position as well as a pedagogical position that calls attentive ways of looking into structuring educational services, methods, policies, and legislations that create an inclusive learning space not just for women, but for all students who are disadvantaged in their education. Within this context, student participation can be framed as a means for transformation, contributing to one’s wellbeing, agency and sense of power. I highlight the need for an intersectional gender analysis in ODL, as well as openness and transparency in pedagogical processes in order to tackle human and non-human bias, misrecognition, misrepresentation and unequal participation. Education with an explicit goal for transformation leads to the use of technology for reflective , imaginative, and critical ends.  \nKeywords: empowerment, gender, open and distance learning, openness, feminist pedagogy  \nIntroduction  \nThe recent Covid-19 crisis has transformed the delivery of many Higher Education institutions from solely on-campus to distance education virtually overnight. The pandemic taught us new vocabulary and new ways of doing things within weeks, with social distancing and the sudden ‘pivot’ to online teaching having the most impact on millions of students and staff around the world. It is essential that at the time of such a crisis, the ethical and humane dimensions of online education are our highest priority; that “it is not distant from people,” and their living situations (FemdEdTech, 2020) . The call for a more ethical, more just, more humane and caring education is, of course, not new. Feminist scholars time and again called for connectedness (see, for example, Kirkup & von Prümmer, 1990) and the need to “pay attention to the contexts of women’s learning” in distance education, asking critical questions such as “when and where are they doing their studies? How do their daily routines, family responsibilities, and socioeconomic status position them as distance learners?”(Patterson, 2009) . Yet, addressing such critical questions can be a secondary concern in Open and Distance Learning (ODL) compared to students’access to educational content, which is partly fuelled by political and economic desires “to increase the provision of learning,” and “cut the cost of education while increasing participation levels” (Dhanarajan, 2001 , p. 62) . Not surprisingly, concerns have been raised as to the promise of ODL as a democratizing force without effective support and good online pedagogy (Czerniewicz, 2018a; Weller, 2018) . Furthermore, open resources and practices that do not consider issues with unequal participation, and the misrecognition and misrepresentation of historically disadvantaged groups have increasingly been criticized (Bali, Cronin, & Jhangiani, 2020; Lambert, 2018) .  \nFrom a feminist perspective, the lens of access as pedagogy (Ahmed, 2017) is useful to explore what distance education offers, how and to whom, and to identify entry points for feminist interventions in ODL. The focal point of my analysis is women [Endnote 1] students, but I draw implications for all students who may struggle in the system of Higher Education, especially those who are in “isolated, marginalised, challenged and minority groups” (Dhanarajan, 2001 , p. ","cbCainreJSCyFpoG","https://ap.wps.com/l/cbCainreJSCyFpoG","pdf",343729,14,"English","# Introduction\n# Background","[{\"question\":\"What does the paper mean by “access as pedagogy” in open and distance learning?\",\"answer\":\"It uses “access as pedagogy” to examine what distance education offers, how it reaches learners, and where feminist interventions can be introduced. The concept challenges disembodied views of online learners and treats access to resources as an equity opportunity.\"},{\"question\":\"Why does the paper emphasize feminist pedagogy in open and distance learning?\",\"answer\":\"Feminist pedagogy is presented as both an ethical and pedagogical stance that shapes inclusive educational services, methods, policies, and legislation. The author links it to student support for wellbeing, agency, and a broader ideal of existential equality.\"},{\"question\":\"What research background does the author use to support the discussion?\",\"answer\":\"The author describes a 2018 project at Anadolu University in Turkey that surveyed distance learning students about their stories leading to open and distance learning. Over 2700 students responded, and women’s stories particularly highlighted socio-economic barriers, oppression, and additional domestic burdens.\"}]","Access as Pedagogy - A Case for Embracing Feminist Pedagogy in Open and Distance Learning | PDF",1792076217,35]