I am deeply disturbed by dominant discourses in society that silence the voices
of others, particularly women and ethnic minorities. I am frustrated by people
who put others down, particularly online. And I
MOOCs and Critical Pedagogy are not obvious bedfellows. The hype around MOOCs has centered mostly on a brand of sage on the stage courseware at direct odds with Critical Pedagogy’s emphasis on learner agency.
I am peeking through a pinhole when I look at MOOCs. Like any tool in the wrong hands, MOOCs can become agents of continued oppression — of the learner or the teacher, in a pedagogical sense or in a poli-economic one.
We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use).
Like many people across the world this spring, I sat and watched Cosmos: A
Spacetime Odyssey [http://www.cosmosontv.com/]. As a non-scientist, I was not
only awestruck by what I learned, I
It is not too hard to recognize that educational institutions, to a large
degree, determine the process of engagement with learning and engagement with
the learners. It should come as no surprise that
“Ra-Ra Ah-Ah-Ah, Ga-Ga-Ooh-La-La, I want your bad romance.” — Lady Gaga, “Bad
Romance”
Do I really see myself teaching Lady Gaga next semester? Or should I stick to
teaching Mozart? Should the speakers ooze
Listen to the audio version here, read by the authorWithout consideration of its
past, present, or future, critical digital pedagogy may become irrelevant before
it begins in earnest. The forces of neoliberalism that
Poetry is a way of knowing, like numbers, like facts, like photographs and
video.
As an independent academic operating outside the university, I move among the
roles of publisher, editor, poet, curator, activist,
Listen to this chapter here, or subscribe to the entire serialized audiobook.A
class discussion where the teacher pre-determines the outcome is just a lecture
in disguise, dressed up to feel student-centered while
This article is a response submitted for ourseries
[http://www.hybridpedagogy.com/tag/critical-digital-pedagogy-cfp/]about critical
digital pedagogy.See the original CFP for details
[http://www.hybridpedagogy.com/page-two/cfp-critical-digital-pedagogy/].
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It is
This article is the first in a two-part series. “Envisioning the Radical
Syllabus: A Critical Approach to Classroom Culture, Part 2
[https://hybridpedagogy.org/envisioning-radical-syllabus/]” provides response and follow-up
from the author.
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An especially objectionable feature of the edtech discourse is its use of the
word “Luddite” as a term of abuse. Uttering “You’re a Luddite” to the edtech
sceptic is an act of
