There is much being said about education in the present moment, about what this moment has done and what it will do to the shape of teaching and learning. A flurry of documents and social media support groups propose to tell us how we can (should, will, must) respond to what continues to be an emergent crisis. Through all this, we have found ourselves wondering what a response from Hybrid Pedagogy might look like. This journal strives not to dictate practices but to challenge its readers. How best can we continue our work without compounding the mounting challenges we face today? We considered many possible “pivots” — a new podcast, an online course, a colloquy of new articles — but realized the most vital resource we can offer in this moment is the one we’ve already spent nearly 10 years helping to create.

Since 2011, we have published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. Many of those articles feel just as timely now as they did when they were written (and even more prescient). We’ve spent the last several weeks rebuilding the journal on a new platform, looking carefully through our archives, to curate and foreground the most relevant articles we’ve published.

We recognize that the situation right now demands both an immediate, decisive response and also careful reflection about both that response and those responses which may need to come next. The pages of Hybrid Pedagogy are full of just that kind of reflection — from educators, students, technologists, administrators, instructional designers, and more. This journal has spent the last decade working to support voices which are “emotionally resonant and intellectually vital” and their vision of an equitable, resilient, critical pedagogy, and a hopeful future toward which education might arc. That work must continue.

We’ve long held that “every voice is needed within academe, within education. The more we leave out, the less we have to offer.” And to that end, in this journal, authors’ own feelings about their writing are as important as the opinions of editors. Our collaborative peer review process typically includes discussion about the overall direction of a piece and its author’s voice as much as the specifics of its rhetorical strategy.

Both in responses to our ongoing CFPs and in works that extend ongoing conversations in education, Hybrid Pedagogy authors have written about and around some of the most vital issues in pedagogy and digital learning. The writing done on these pages can be a critical, in-depth resource for teachers, administrators, instructional designers, and others as they begin to navigate digital, remote, and hybrid learning. To make that resource even more immediately useful, we’ve begun curating work across the span of 400+ articles into “primers.” This work will be ongoing, but for now, we invite you to explore our primers on Digital Pedagogy and Online Learning as examples of what’s to come.

Through their compassionate collaborations with authors and as curators of the work of the journal, Hybrid Pedagogy’s editors are tireless. Moreover, they are volunteers, underwritten only by their own desire to make a difference and by those who contribute support to the journal. In order to continue our work, we have launched a page on Patreon, which offers options for monthly, tax-deductible donations, with a variety of perks for our sponsoring readers. Our patrons will ensure the work of this journal continues well into another ten years. Please click here to support the journal to the extent you are able.

As Hybrid Pedagogy moves into its next phase, we recognize that education is, in many ways, at a pivotal moment. The response to the Covid-19 pandemic has abruptly shifted more than a million students to fully online or remote instruction. And what has become immediately clear is that students face much more than technological hurdles. In his recent article, "The Human Work of Higher Education Pedagogy," Jesse writes, “When so many higher education teachers have almost no training at all, it’s hard to imagine how faculty could be adequately prepared for working with students who are increasingly nontraditional and often lack access to basic needs such as food and housing.” The work of students, and the work of teachers, is precarious.

A hybrid pedagogy is more necessary now than ever before: to see the student beyond the screen, to recognize the limits and affordances of body, space, and technology, to identify issues of privacy in an increasingly surveilled digital world, and to be conscious of the basic needs of students which must be met to make learning possible. Care has to be at the center of this work. We invite you to read, contribute, donate, and join us in an ongoing conversation about the past, present, and future of education.