Hybrid Pedagogy (ISSN: 2332-2098) is a community, a conversation, a collaboration, a school, and a journal. It is a place to discuss Critical Digital Pedagogy by advocating for students and fostering awareness of academic hierarchies. We (the staff and the authors) work together to enact an understanding of co-teaching within a community of mutual respect.
Hybrid Pedagogy was launched in 2011 by Jesse Stommel and Pete Rorabaugh and offers a new academic publishing model influenced by digital culture. As a scholarly journal, we encourage participation in the composition and peer review of articles across disciplinary and professional boundaries. We use what we call “collaborative peer review,” in which members of the editorial collective engage directly with authors to revise and develop articles, followed by post-publication peer review. We invite experimentation and improvisation. See our Calls for Papers and Support the Journal pages to find out more about how you can participate in the work of the journal.
In its first year, the journal’s educational outreach efforts included a meta-MOOC about MOOCs, THATcamp Hybrid Pedagogy, and Digital Writing Month. These events formed international communities of teacher-students and showed that Critical Digital Pedagogy can be practiced as it is taught. Monthly Twitter chats under the #digped hashtag expand the community through casual, synchronous, idea sharing. The journal expanded into audio with the introduction of HybridPod, and it expanded its editorial staff with the #HPJ101 course, both debuting in 2015. Across four years, dozens of events, and hundreds of authors, Hybrid Pedagogy remains centered on praxis — the blend of theory and practice that develops with experience and reflection.
Articles in this journal combine personal experience, current conversations in academia, and a theoretical foundation that presumes the value, strength, and independent thinking of all learners. As such, Hybrid Pedagogy is not ideologically neutral. The journal’s principles can be found not only in its name and in articles like “What is Hybrid Pedagogy?”, but also in the works of critical pedagogues like Paulo Freire and bell hooks.Education happens everywhere — all the time — and people must be empowered to learn andteach throughout their lives. And because technology is incorporated in all aspects of our lives, from the device you’re using to read this to the designed textiles you’re wearing, people must also be empowered to conscientiously evaluate the role of technology in their learning and teaching. Thus, Hybrid Pedagogy exists to explore those connections: the contact points and interconnectedness of learning, teaching, and technology in our lives. Our work is the work of advocacy — advocating for teachers, advocating for marginalized voices in education, but first and foremost advocating for students and learners.
In short, Hybrid Pedagogy is an open-access, peer-reviewed journal that…
For details, we invite you to learn more about our pedagogy, about our process, and about our people.
Hybrid Pedagogy (ISSN: 2332-2098) is an open-access peer-reviewed journal that
The Hybrid Pedagogy staff spans four nationalities, seven time zones, and over a dozen institutional affiliations. We collaborate to provide personal, open peer review in the spirit of Freire’s Critical Pedagogy to create a dynamic, assertive, distinctive journal that redefines the role of technology in education.
