For materials on pedagogy, see bibliographies 98b, 98c, 105g, and 107f.
Page last updated 11/11/2025.
General and Interdisciplinary
ACRL WGSS Instruction Committee (2021, June 24). Companion document to the ACRL Framework for Information Literacy for Higher Education: Women’s and gender studies. ACRL Board of Directors. https://www.ala.org/acrl/standards/wgs_framework
The Anti-Colonial Research Library is a collection of open-access articles and books, websites, and YouTube videos on Indigenous and anti-colonial research methodologies. If you are looking for practical examples from different parts of the world and want to know more about these research methodologies, start here!
Films for the Feminist Classroom – an online, open-access journal that publishes film reviews that explore the value of films as pedagogical tools in the feminist classroom
GET: THE PROJECT (Gender Equity Training) is a bold, new strategic initiative from The Representation Project that provides comprehensive tools to empower youth, educators, counselors, coaches, and parents to leverage film and media for cultural change within their communities.
The Global Feminisms Project archives oral history interviews with individuals who work on issues related to women and gender in different national contexts. They provide transcriptions, maps, statistics, and a timeline about each site. They also offer podcasts about experiences of teaching with the archive, as well as lesson plans designed around the interview material and sometimes drawing on contextual resources.
Hart, C. E., & Colonna, S. E. (2021). Feminist space invaders: Killjoy conversations in neoliberal universities. The Radical Teacher, 119, 21–29. https://www.jstor.org/stable/48694896
Hassle, H., Reddinger, A., & van Slooten, J. (2011). Surfacing the structures of patriarchy: Teaching and learning threshold concepts in women’s studies. International Journal for the Scholarship of Teaching and Learning, 5(2), Article 18. https://doi.org/10.20429/ijsotl.2011.050218
The I-Portal: Indigenous Studies Portal was launched in 2006 at the University of Saskatchewan as a resource for faculty, students, researchers, and community members to access digital Indigenous studies materials. Its primary focus is on Indigenous peoples of Canada with a secondary focus on Indigenous peoples of the United States, Australia, Aotearoa – New Zealand, and other areas of the world.
Ms. Classroom is here to equip the next generation of scholar-activists with the essential readings and resources they need to speak up, fight back and take action in the current social and political climate.
OER Commons (Open Educational Resources) contains course-related material for K-university. Level, full course vs. module, conditions of use, etc. can be specified in the advanced search. Search for “women” or “gender.”
Open Textbook Library is a collection of 1,730 textbooks licensed by authors and publishers to be freely used and adapted.
The UN Women Training Centre eLearning Campus is a global and innovative online platform for training for gender equality. It is open to everybody interested in using training or learning as a means to advance gender equality, women’s empowerment and women’s rights.
The book series ‘Teaching with Gender’ collects articles on a wide range of teaching practices in the field of gender. The following volumes include teaching assignments, workshops, and/or discussion questions.
Teaching with Memories discusses the ways in which one can use the assignment to write the life story of a ‘foremother’ as an educational tool.
Teaching with the Third Wave. New Feminists’ Explorations of Teaching and Institutional Contexts is a collection of the work of young feminist scholars united in their interest in a Third Wave perspective of teaching which continues feminists’ struggles for equality and female empowerment.
Teaching Empires critically examines questions about imperial effort, as remembered, displayed, denied, mythologized or obscured in various European contexts.
Teaching Gender with Libraries and Archives. The Power of Information was conceived of as a pedagogical tool, aimed at stimulating gender studies teachers to critically reflect, together with their students, on libraries and archives as profoundly gendered knowledge spaces.
Teaching Against Violence. The mission of this volume was to collect the contributions of academics and researchers who face the issue of violence from various perspectives, to present the state-of-the-art research in multiple fields of study and to suggest some educational best practices that can be used where this problem is particularly severe.
Teaching With Feminist Materialisms. This volume of the Teaching With series assembles a collection that works to map European Feminist Materialisms across a diversity of classrooms, and to demonstrate the contribution these current approaches make in thinking and transforming pedagogical praxis.
Southwest Center for Research on Women. (1989). Ideas and resources for integrating women’s studies into the curriculum: Volume III, community college resources. Arizona Memory Project. https://azmemory.azlibrary.gov/nodes/view/93160
Winkler, B. S. (1997). Raising C-R: Another look at consciousness-raising in the women’s studies classroom. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 8(2), 66–85. http://www.jstor.org/stable/43587606
Diotíma is a resource for information on women, gender, sex, sexualities, race, ethnicity, class, status, masculinity, enslavement, disability, and the intersections among them in the ancient Mediterranean world.
Diversity and Inclusiveness Syllabus Collection from the American Philosophical Association – in particular, see the sections on Feminist Philosophy, LGBTQ Philosophy, and Philosophy of Gender
Feminism, Community, and the State Syllabi – These syllabi examine historical and contemporary feminist approaches to civic engagement at the local, state, national, and global levels. Resources on politics, activism, and other current social justice topics are included.
The Hip Hop Feminist Syllabus is a comprehensive list of sources related to hip-hop’s impact on gender, race, and feminism, created for hip-hop’s 50th anniversary in 2023.
The Work and Family Researchers Network’s syllabi is a virtual library of work and family syllabi created to encourage faculty in different disciplines to include work and family topics in their courses.
Dean, N., & Pomeroy, S. B. (1980). Introduction to Women’s Studies: New textbook being developed at Hunter College. Women’s Studies Newsletter, 8(2), 28–28. http://www.jstor.org/stable/42796641
Feminist Ethnography: Thinking through methodologies, challenges, and possibilities [2nd ed.]. A textbook that takes an explicitly feminist approach to ethnography. The website includes several assignments that can help students utilize feminist ethnography to do work that engages in critical thinking and meaningful engagement with research that highlights everyday experiences.
McDermott, P. (1998). The meaning and uses of feminism in introductory women’s studies textbooks. Feminist Studies, 24(2), 403–427. https://doi.org/10.2307/3178707
Open Textbook Library is a collection of 1,730 textbooks licensed by authors and publishers to be freely used and adapted.
Rodier, K. (2023). Rethinking fat studies and activism in women’s and gender studies textbooks: Fatspiration, “thin saviours,” and sexist beauty culture. Canadian Woman Studies Les Cahiers De La Femme, 35(1,2). https://cws.journals.yorku.ca/index.php/cws/article/view/37858
Saraswati, L.A., Shaw, B.L., & Rellihan, H. (2025). Introduction to women’s gender and sexuality studies: Interdisciplinary and intersectional approaches. Oxford University Press.
Scott, B.K., Cayleff, S.E., Donadey, A., & Lara, I. (Eds.). (2016). Women in culture: An intersectional anthology for gender and women’s studies. Wiley-Blackwell.
Shrivastava, R., Ashraf, G.Y., Mishra, G., & Dani, T.S. (Eds.). (2025). Thriving concepts in women’s and gender studies: Ways of perceiving [1st ed.]. Apple Academic Press. https://doi.org/10.1201/9781003611028
Smith, B.G. (2019). Women’s studies: The basics. Routledge.
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
Hassel, H., Launius, C., & Rensing, S. (2021). A guide to teaching introductory women’s and gender studies: Socially engaged classrooms. Palgrave Macmillan.
Introduction to Women’s and Gender Studies offers an introduction to women’s and gender studies, an interdisciplinary academic field that explores critical questions about the meaning of gender in society.
Jones, C. E. (2017). Transforming classroom norms as social change: Pairing embodied exercises with collaborative participation in the WGS classroom (with syllabus). The Radical Teacher, 107, 14–31. https://www.jstor.org/stable/48694580
Scanlon, J. (1996). Empathy education: Teaching about women and poverty in the introductory women’s studies classroom. The Radical Teacher, 48, 7–10. http://www.jstor.org/stable/20709868
Peet, M., & Reed, B. G. (1999). Activism in an introductory women’s studies course: Connected learning through the implementation of praxis. Women’s Studies Quarterly, 27(3/4), 21–35. http://www.jstor.org/stable/40004474
Peet, M. R., & Reed, B. G. (2002). The development of political consciousness and agency: The role of activism and race/ethnicity in an introductory women’s studies course. Feminist Teacher, 14(2), 106–122. http://www.jstor.org/stable/40545879
WGS102 is a for-credit introductory course offered by the Department of Women’s and Gender Studies at the University of Alberta in Edmonton, Canada. If you are not a U of A student and you’d like to follow along with the course, you are welcome to treat WGS102.org as your informal classroom.
Fishman-Weaver, K., & Clingan, J. (2023). Teaching women’s and gender studies: Classroom resources on resistance, representation, and radical hope (Grades 6-8). Routledge.
Fishman-Weaver, K., & Clingan, J. (2023). Teaching women’s and gender studies: Classroom resources on resistance, representation, and radical hope (Grades 9-12). Routledge.
GET: THE PROJECT (Gender Equity Training) is a bold, new strategic initiative from The Representation Project that provides comprehensive tools to empower youth, educators, counselors, coaches, and parents to leverage film and media for cultural change within their communities.
Howarth, S., & Scott, L. (2014). Success with STEM: Ideas for the classroom, STEM clubs, and beyond. Routledge.
Kai-Lewis, A.C. (2025). Bleck elegy: Middle school models for studying the life of Florence Mills. In M. Silverman & N. Niknafs, The Oxford Handbook of Feminism and Music, Oxford, pp. 395-413. https://doi.org/10.1093/oxfordhb/9780197612507.013.0020
Learning for Justice is a community education program of the Southern Poverty Law Center (SPLC) that cultivates and nurtures dialogue, learning, reflection and action from those closest to and harmed most by injustices in the South. They offer many helpful frameworks, lesson plans, and educator strategies.
Napier, S. (1992). Nuns, midwives, and witches: Women’s studies in the elementary classroom. The Radical Teacher, 41, 11–14. http://www.jstor.org/stable/20709718
The Remedial History Project is dedicated to reshaping educational landscapes by promoting women’s history and empowering the next generation with a comprehensive understanding of the remarkable contributions women have made throughout history.
Resources for Teaching Women’s History from the National Council for Social Studies offers a wealth of materials to help educators integrate women’s experiences and contributions into the curriculum.
Restoring Women to World Studies seeks to address educational requirements and regional bias in available resources, for grades 9-12
American Women Authors course examines a range of American women authors from the seventeenth century to the present.
Art, Books, and Creativity (ABC) is a model curriculum that unites visual arts and language arts through the creation of artists’ books, with a specific focus on the cultural contributions of women artists.
Art+Feminism builds a community of activists that is committed to closing information gaps related to gender, feminism, and the arts, beginning with Wikipedia.
The BIG LIST of Women Composers is an ever-expanding list featuring more than 5,000 women composers (and counting). From pre-medieval composers to 21st-century singer-songwriters, pick a country, a century, a music genre: you will find a woman there.
Hull, G. T. (1977). Rewriting Afro-American literature: A case for Black women writers. The Radical Teacher, 6, 10–14. http://www.jstor.org/stable/20709084
International Women’s Voices course introduces students to a variety of works by contemporary women writers from Asia, Africa, the Middle East, Latin America and North America.
Latina Women’s Voices course explores the rich diversity of women’s voices and experiences as reflected in writings and films by and about Latina writers, filmmakers, and artists.
Medieval Literature: Medieval Women Writers course provides a general introduction to medieval European literature (from Late Antiquity to the Fifteenth Century) from the perspective of women writers from a variety of cultures, social backgrounds, and historical time periods.
Morris, B.J. (2025). Teaching the history of women’s music movement, 1972-2022: Resources for students and educators. In M. Silverman & N. Niknafs, The Oxford Handbook of Feminism and Music, Oxford, pp. 294-314. https://doi.org/10.1093/oxfordhb/9780197612507.013.0017
New Culture of Gender: Queer France course addresses the place of contemporary queer identities in French discourse and discusses the new generation of queer authors and their principal concerns.
Queer Cinema and Visual Culture course analyzes mainstream, popular films produced in the post-World War II 20th-century U.S. as cultural texts that shed light on ongoing historical struggles over gender identity and appropriate sexual behaviors.
Screen Women: Body Narratives in Popular American Film course examines how screen “embodiments” of the woman visualize ideologies of discipline and desire in a culture in which her body has become a representation of the ability to control appetites, size and shape while investing personal and social capital in its rehabilitation as a project of endless reconstruction, redesign and maintenance.
Stover, C. (2025). “Constantly creating new conditions”: Feminist strategies for the music theory classroom. In M. Silverman & N. Niknafs, The Oxford Handbook of Feminism and Music, Oxford, pp. 55-77. https://doi.org/10.1093/oxfordhb/9780197612507.013.0014
Women and Global Activism in Art, Media and Politics course explores theoretical issues and concerns underlying global feminisms, and their expression through diverse forms of feminist activism at the community, national, and transnational levels.
Fahs, B. (2015). The weight of trash: Teaching sustainability and ecofeminism by asking undergraduates to carry around their own garbage. The Radical Teacher, 102, 30–34. https://www.jstor.org/stable/48694534
Gardner, C. V., & Riley, J. E. (2007). Breaking boundaries: Ecofeminism in the classroom. The Radical Teacher, 78, 24–33. http://www.jstor.org/stable/20710394
Kadi, J., MacCallum, L., Haddock, R.L., & Cockett, P.K. (2020). The growing seed: Ecofeminist values in classroom, campus, and community. Transformative Dialogues: Teaching and Learning Journal, 13(2), 54-61.
Wilkinson, L., Regenscheid, K., McCready, M., Hill, S., & Hannagan, S. (2024). Teaching and learning critical ecofeminism in (and outside of) the graduate classroom. Gender and Education, 36(4), 377–392. https://doi.org/10.1080/09540253.2024.2307399
The Economic History of Work and Family course explores the relation of women and men in both pre-industrial and modern societies to the changing map of public and private (household) work spaces, examining how that map affected their opportunities for both productive activity and the consumption of goods and leisure.
Feminist Thought course analyzes theories of gender and politics, especially ideologies of gender and their construction; definitions of public and private spheres; and gender issues in citizenship, the development of the welfare state, experiences of war and revolution, class formation, and the politics of sexuality.
Gender, Power, Leadership, and the Workplace course provides an analytic framework to understand the roles that gender, race, and class play in defining and determining access to leadership and power in the U.S., especially in the context of the workplace.
Scanlon, J. (1996). Empathy education: Teaching about women and poverty in the introductory women’s studies classroom. The Radical Teacher, 48, 7–10. http://www.jstor.org/stable/20709868
Teaching Gender, Diversity and Urban Space. This is a collective volume presenting a theoretical framework and diverse educational tools that can be used to incorporate gender and sexuality into Spatial Disciplines and the concepts of space and urbanity into Women’s and Gender Studies.
Teaching Gender in Social Work. Social work education often fails to incorporate gender, even though most of the people that use social work services are women, a majority of social workers are women, and women have had throughout history a significant role in the establishment of social work. (Open access book)
Archer, J., Drucker, S. A., Matis, M. E., Meek, D., Peterson, K., & Sherman, M. (1981). Initiating a context: A collective approach to feminist critical theory. The Radical Teacher, 18, 33–39. http://www.jstor.org/stable/20709298
Davis, S.N., & Hattery, A. (2018). Teaching feminist research methods: A comment and an evaluation. Journal of Feminist Scholarship Journal of Feminist Scholars, 15(15), 49-60. DOI:10.23860/jfs.2018.15.05
Feminist Ethnography: Thinking through methodologies, challenges, and possibilities [2nd ed.]. A textbook that takes an explicitly feminist approach to ethnography. The website includes several assignments that can help students utilize feminist ethnography to do work that engages in critical thinking and meaningful engagement with research that highlights everyday experiences.
Feminist Thought course analyzes theories of gender and politics, especially ideologies of gender and their construction; definitions of public and private spheres; and gender issues in citizenship, the development of the welfare state, experiences of war and revolution, class formation, and the politics of sexuality.
Grevatt, M. (1978). Oral history as a resource in teaching women’s studies. The Radical Teacher, 10, 22–25. http://www.jstor.org/stable/20709148
Schniedewind, N. (1981). Feminist values: Guidelines for teaching methodology in women’s studies. The Radical Teacher, 18, 25–28. http://www.jstor.org/stable/20709296
Teaching Gender, Diversity and Urban Space. This is a collective volume presenting a theoretical framework and diverse educational tools that can be used to incorporate gender and sexuality into Spatial Disciplines and the concepts of space and urbanity into Women’s and Gender Studies.
Teaching With Feminist Materialisms. This volume of the Teaching With series assembles a collection that works to map European Feminist Materialisms across a diversity of classrooms, and to demonstrate the contribution these current approaches make in thinking and transforming pedagogical praxis.
Black Feminist Health Science Studies course is a critical intervention into a number of intersecting arenas of scholarship and activism, including feminist health studies, contemporary medical curriculum reform conversations, and feminist technoscience studies.
Gender, Health and Marginalization Through a Critical Feminist Lens course uses a feminist interdisciplinary lens to look critically at how practices like privatization, shrinking public “safety nets”, deregulation, and the commodification of health services intersect inevitably with gender, race and class, for both men and women.
Gender, Health, and Society course draws on different disciplines, conceptual frameworks, and methodological approaches to examine gender in relation to health, including public health practice, epidemiologic research, health policy, and clinical application.
The Black Women’s Organizing Archive (BWOA) brings together the scattered archives of 19th and early 20th-century Black women intellectuals, organizers, and activists.
Digital Classroom Resources from the National Women’s History Museum include lesson plans, biographies, posters, primary sources, and more.
Diotíma is a resource for information on women, gender, sex, sexualities, race, ethnicity, class, status, masculinity, enslavement, disability, and the intersections among them in the ancient Mediterranean world.
The Economic History of Work and Family course explores the relation of women and men in both pre-industrial and modern societies to the changing map of public and private (household) work spaces, examining how that map affected their opportunities for both productive activity and the consumption of goods and leisure.
The Remedial History Project is dedicated to reshaping educational landscapes by promoting women’s history and empowering the next generation with a comprehensive understanding of the remarkable contributions women have made throughout history.
Teaching Hard History podcast – begins with the legacy of slavery, reaches through the Civil Rights Movement and Black Americans’ experiences during Jim Crow, to today
Teaching with Memories open access book discusses the ways in which one can use the assignment to write the life story of a ‘foremother’ as an educational tool.
New Culture of Gender: Queer France course addresses the place of contemporary queer identities in French discourse and discusses the new generation of queer authors and their principal concerns.
Queer Cinema and Visual Culture course analyzes mainstream, popular films produced in the post-World War II 20th-century U.S. as cultural texts that shed light on ongoing historical struggles over gender identity and appropriate sexual behaviors.
Sexual and Gender Identities course offers an introduction to the history of gender, sex, and sexuality in the modern United States, from the end of the nineteenth century to the beginning of the twenty-first.
Vooris, J. A. (2021). When did you know you were straight?: Teaching with the Heterosexual Questionnaire. The Radical Teacher, 119, 75–77. https://www.jstor.org/stable/48694903
Black Feminist Health Science Studies course is a critical intervention into a number of intersecting arenas of scholarship and activism, including feminist health studies, contemporary medical curriculum reform conversations, and feminist technoscience studies.
The Black Women Radicals Database (BWRD) historizes and visualizes Black women’s radical political activism in Africa and in the African Diaspora in efforts to build academic, political, and community engagement, dialogue, knowledge production, research, and education about Black women’s significant legacies as socio-political agents of radical change.
The Black Women’s Organizing Archive (BWOA) brings together the scattered archives of 19th and early 20th-century Black women intellectuals, organizers, and activists.
Gender and Representation of Asian Women course explores stereotypes associated with Asian women in colonial, nationalist, state-authoritarian, and global/diasporic narratives about gender and power.
The Hip Hop Feminist Syllabus is a comprehensive list of sources related to hip-hop’s impact on gender, race, and feminism, created for hip-hop’s 50th anniversary in 2023
The Journey to Justice: A Critical Race Theory Primer includes articles, essays, lesson plans, an annotated bibliography and a COMloquium conversation that addresses and examines the perils of teaching critical race theory from kindergarten to college settings.
Hull, A., Scott, P.B., & Smith, B. (2015). But some of us are brave: Black women’s studies [2nd ed.]. The Feminist Press.
James, S.M., Foster, F.S., & Guy-Sheftall, B. (2009). Still brave: The evolution of Black women’s studies. The Feminist Press.
Latina Women’s Voices course explores the rich diversity of women’s voices and experiences as reflected in writings and films by and about Latina writers, filmmakers, and artists.
Race and Gender in Asian America course examines various issues related to the intersection of race and gender in Asian America, starting with the nineteenth century, but focusing on contemporary issues.
Agha-Jaffar, T. (2000). From theory to praxis in women’s studies: Guest speakers and service-learning as pedagogy. Feminist Teacher, 13(1), 1–11. http://www.jstor.org/stable/40545928
Balliet, B.J., & Heffernan, K. (Eds.). (2000). The practice of change: Concepts and models for service-learning in women’s studies. Routledge.
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
Evans, S.Y., Ozer, J., & Hill, H. (2006). Major service: Combining academic disciplines and service-learning in women’s studies. Feminist Teacher, 17(1), 1–14. http://www.jstor.org/stable/40545999
Holwager, J. (1984, Oct 01). Undergraduates abroad. Ms., 13(4), 89.
Orban, C.E., & Thompson, M. E. (2007). Building bridges against violence: Service-learning for second language students. Feminist Teacher, 17(2), 122–135. http://www.jstor.org/stable/40546015
Peet, M. R., & Reed, B. G. (2002). The development of political consciousness and agency: The role of activism and race/ethnicity in an introductory women’s studies course. Feminist Teacher, 14(2), 106–122. http://www.jstor.org/stable/40545879
Snyder, C. K., & González, S. (2021). Towards a pedagogy of transnational feminism when teaching and activism go online. The Radical Teacher, 121, 66–76. https://www.jstor.org/stable/48694859
Webb, P., Cole, K., & Skeen, T. (2007). Feminist social projects: Building bridges between communities and universities. College English, 69(3), 238–259. http://www.jstor.org/stable/25472208
Gender and Technology course considers a wide range of issues related to the contemporary and historical use of technology, the development of new technologies, and the cultural representation of technology, including the role women have played in the development of technology and the effect of technological change on the roles of women and ideas of gender.
Perspectives on Gender in Tech provides videos that share stories, insights, and advice from some of the most successful and powerful women in Silicon Valley tech and accompanying discussion guides.
Science of Race, Sex, and Gender course examines the role of science and medicine in the origins and evolution of concepts of race, sex, and gender from the 17th century to the present.
The Syllabus Project collection from the Women’s Caucus of the History of Science Society
Gender and Japanese Popular Culture course examines relationships between identity and participation in Japanese popular culture as a way of understanding the changing character of media, capitalism, fan communities, and culture.
Gender and Representation of Asian Women course explores stereotypes associated with Asian women in colonial, nationalist, state-authoritarian, and global/diasporic narratives about gender and power.
International Women’s Voices course introduces students to a variety of works by contemporary women writers from Asia, Africa, the Middle East, Latin America and North America.
New Culture of Gender: Queer France course addresses the place of contemporary queer identities in French discourse and discusses the new generation of queer authors and their principal concerns.
Snyder, C. K., & González, S. (2021). Towards a pedagogy of transnational feminism when teaching and activism go online. The Radical Teacher, 121, 66–76. https://www.jstor.org/stable/48694859
Teaching Against Violence. The mission of this open access volume was to collect the contributions of academics and researchers who face the issue of violence from various perspectives, to present the state-of-the-art research in multiple fields of study and to suggest some educational best practices that can be used where this problem is particularly severe.
Teaching Empires open access book critically examines questions about imperial effort, as remembered, displayed, denied, mythologized or obscured in various European contexts.
Teaching Intersectionality open access book reviews recent discussions about intersectionality departing from the insights from gender studies (European focus).
Women and Global Activism in Art, Media and Politics course explores theoretical issues and concerns underlying global feminisms, and their expression through diverse forms of feminist activism at the community, national, and transnational levels.
Women in South Asia from 1800 to Present course is designed to introduce and help students understand the changes and continuities in the lives of women in South Asia from a historical perspective.