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Case Studies

These resources are also listed in the other, topical categories in this bibliography.

  • André, N. (2010). Teaching opera in prison. In M. T. Berger & K. Guidroz (Eds.), The intersectional approach: Transforming the academy through race, class, and gender (pp. 258-266). University of North Carolina Press.
  • Bauer, J. C. (2023). Moving students toward activism: Microblogging about gender-based violence to channel emotion and encourage action. Feminist Pedagogy, 3(3). https://digitalcommons.calpoly.edu/feministpedagogy/vol3/iss3/2/
  • Bhatia, R., Valdez, S., Blaise, C., Kalu, O., & Ramsawak, J. (2023). The Albany Birth Justice Storytelling Project: Integrating feminist pedagogy into research design. Feminist Formations, 35(2), 106-128. DOI: 10.1353/ff.2023.a907923 
  • Cattapan, A. (2012). (Re)writing “Feminism in Canada”: Wikipedia in the feminist classroom. Feminist Teacher, 22(2), 125-136. https://doi.org/10.5406/femteacher.22.2.0125
  • Cayleff, S., Herron, M., Cormier, C. Wheeler, S., Chávez-Arteaga, A., Spain, J., & Dominguez, C. (2011). Oral history and “Girls’ Voices”: The Young Women’s Studies Club as a site of empowerment. Journal of International Women’s Studies, 12(4), 22-44. https://vc.bridgew.edu/jiws/vol12/iss4/2
  • Clark-Taylor, A., Bryant, J. L., Storey, S., & Nigro, J. L. (2015). Sisterhood & feminism: Engaging gender and women’s studies students in the community. The Seneca Falls Dialogues Journal, 1. https://fisherpub.sjf.edu/sfd/vol1/iss1/7/
  • Dean, A. (2007). Teaching feminist activism: Reflections on an activism assignment in introductory women’s studies. Review of Education, Pedagogy & Cultural Studies, 29(4), 351-369. https://doi.org/10.1080/10714410701454065
  • Drenovsky, C.K. (1999). The advocacy project on women’s issues: A method for teaching and practicing feminist theory in an introductory women’s studies course. Women’s Studies Quarterly, 27(3/4), 12–20. http://www.jstor.org/stable/40004473 
  • Hasser, C. E., & Wilder, C. M. (2003). Service and the spin cycle: Women’s health outreach project at a laundromat. Women’s Studies Quarterly, 31(1-2), 160-167. https://www.jstor.org/stable/40004559
  • Hensel, L., Drake, M. A., & Young, V. A. (2017). The fiber arts in a women’s studies curriculum—a case study. Feminist Teacher, 28(1), 17–31. https://doi.org/10.5406/femteacher.28.1.0017 
  • Krause, K. H., Miedema, S., Woofter, R., & Yount, K. M. (2017). Feminist research with student activists: Enhancing campus sexual assault research. Family Relations, 66(1), 211-223. https://www.jstor.org/stable/45090945
  • McCulley, L. (2004). Enhancing women’s studies action research projects through technology. CyberPsychology & Behavior, 4(3). https://doi.org/10.1089/109493101300210312
  • Preston, L. (2008). A space of our own: MySpace and feminist activism in the classroom. The Radical Teacher, 81, 14-19. https://www.jstor.org/stable/20710438
  • Schleiter, M. K., Rhoades, K., & Statham, A. (2004). Women, Poverty, and Public Policy: A community-based model for collaborative outreach scholarship. Journal of Higher Education Outreach and Engagement, 9(1), 11-24. 
  • Simoes, S., & Gray, S. (2009). Combining academic service-learning and information literacy: a new framework for an introductory women’s studies course. The Scholarship of Teaching and Learning at EMU, 2. https://commons.emich.edu/sotl/vol2/iss1/8/
  • Strobel, M. (2000). The Don’t Throw It Away! Project at the University of Illinois at Chicago. NWSA Journal, 12(2), 163-169. https://www.jstor.org/stable/4316743
  • Turell, S. C. (1999). Rape crisis intervention: Activism in academia. Women’s Studies Quarterly, 27(3-4), 49-58. https://www.jstor.org/stable/40004476
  • Walters, V. M., Beban, A., Ashley, N., & Cain, T. (2025). Methodological reflections on ethics, relations of care and reciprocity in feminist research praxis. Qualitative Research. DOI 10.1177/14687941251342000
  • Williams, R. L., & Ferber, A. L. (2008). Facilitating Smart-Girl: Feminist pedagogy in service learning in action. Feminist Teacher, 19(1), 47-67. https://www.jstor.org/stable/40546073