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Critical Pedagogy

A collection of 83 posts

Travelling in Troy With an Instructional Designer

Critical Pedagogy

Travelling in Troy With an Instructional Designer

Instructional designers can build courses in which technologies are Trojan Horses for emancipation through constructionist problem-based learning.

Disruptive Pedagogy and the Practice of Freedom

Critical Pedagogy

Disruptive Pedagogy and the Practice of Freedom

Schools won't embrace education as the practice of freedom if it rocks the boat too much. How might we care for a student’s soul in a disruptive sense?

Opening the Classroom: Ownership and Engagement

Critical Pedagogy

Opening the Classroom: Ownership and Engagement

It was time to open up the classroom. I was tired of doing class on my own. Tired of designing lesson plans that minutely mapped every second of my time together with the students. It was time for students to take ownership of class.

Ethical Online Learning: Critical Pedagogy and Social Justice

Critical Pedagogy

Ethical Online Learning: Critical Pedagogy and Social Justice

On February 16, 2018, Sean Michael Morris and Lora Taub-Pervizpour presented a joint keynote for a Digital Pedagogy Lab event at the University of Delaware. Below is the transcript for that presentation. -------------------------------------------------------------------------------- > For all Silicon Valley’s talk of “disrupting” education, most of the edtech that exists today simply

A Guide for Resisting Edtech: the Case against Turnitin

Critical Pedagogy

A Guide for Resisting Edtech: the Case against Turnitin

Some platforms are not agnostic. Not all tools can be hacked to good use. Critical Digital Pedagogy demands we approach our tools and technologies always with one eyebrow raised.

“Hands-Off” Teaching: Facilitating Conversation as Pedagogy in Library Instruction

Critical Pedagogy

“Hands-Off” Teaching: Facilitating Conversation as Pedagogy in Library Instruction

“Knowledge creation is a conversation.” — R. David Lankes “I celebrate teaching that enables transgressions — a movement against and beyond boundaries. It is that movement which makes education the practice of freedom.” — bell hooks Genesis I have an abiding belief that learning begins in conversation. Both instincts and my own experience

Learning Through Conversation

The Purpose of Education

Learning Through Conversation

“My teaching portfolio speaks of challenges and failures alongside successes, all woven into a narrative organically establishing who I am and why I do what I do.” —Martin Kutnowski [https://hybridpedagogy.org/candid-teaching-portfolio/] -------------------------------------------------------------------------------- There’s a fair amount of talk these days about the questionable validity of student evaluations

CFP: Preparing Graduate Teachers

CFP: Preparing Graduate Teachers

This is an open, ongoing call. You can read the articles already written in response [https://hybridpedagogy.org/tag/graduate-teachers-cfp/], or consider contributing your own [https://hybridpedagogy.org/write/]. The May 2016 #digped chat hosted by Digital Pedagogy Lab highlighted the disconnect between the work graduate students are asked to

Messy Minds: The Autoethnography of Learning

Messy Minds: The Autoethnography of Learning

I’ve had my arse handed to me a few times online. Enough times to realise that writing provocatively (whether intentional or not) is often worth the activity. The most memorable and behaviour changing occasion was when I wrote about how important it is for history teachers to teach their

Teaching in Our Right Minds: Critical Digital Pedagogy and the Response to the New

critical digital pedagogy

Teaching in Our Right Minds: Critical Digital Pedagogy and the Response to the New

Digital Pedagogy Lab will be hosting a second international institute [http://www.digitalpedagogylab.com/pei/] at the University of Prince Edward Island from July 15-18, 2016, welcoming participants from across North America and the UK. The university is home to progressive digital pedagogues like Bonnie Stewart and Dave Cormier, whose

From Under the Volcano

From Under the Volcano

Endings are difficult and painful: The lava of new beginnings flows under the hard, hollow shell of habit, threatening to burst out and create new forms. The era of the public intellectual is perhaps ending — brave heroes slain by mediocrity and metrics. The university as ‘site of social struggle’ enters

Welding and the Meaning of Life

Critical Pedagogy

Welding and the Meaning of Life

I find myself angry a lot lately, frequently at the charges of irrelevance leveled against my discipline of philosophy and liberal arts in general. These charges argue not just that philosophy is irrelevant. They argue that it’s worthless. It’s worthless because worth is measured in terms of gross

Critical Pedagogy

Open Letters

In the interests of transparency, the following is a letter sent by e-mail to the editorial staff of Hybrid Pedagogy. We’re sharing this, and another letter below, with our community. -------------------------------------------------------------------------------- On Canvas and the Mission of Hybrid Pedagogy Dear Amazing Editorial Team, Academic conversations can escalate quickly, especially

Challenging Our Pedagogy: Hybrid Pedagogy’s Editors’ Picks

Critical Pedagogy

Challenging Our Pedagogy: Hybrid Pedagogy’s Editors’ Picks

Pedagogy is a strange beast Many teachers first hear the word pedagogy when they enter graduate school. Until then, we are surrounded by it — we see it being modeled, enacted, and refined by our teachers — but we don’t talk about it explicitly. The term is foreign, as Cathy Davidson

CFP: The Purpose of Education

Calls for Papers

CFP: The Purpose of Education

Our advanced technological society is rapidly making objects of most of us and subtly programming us into conformity to the logic of its system. To the degree that this happens, we are also becoming submerged in a new “culture of silence.” —Richard Shaull, Forward toPedagogy of the Oppressed, 30th anniversary

Addressing Ageism in the 21st Century Classroom

Critical Pedagogy

Addressing Ageism in the 21st Century Classroom

> “It makes no more sense to wish for age than to fear it.” – Gloria Steinem When I entered my Introduction to Women’s Studies class in the fall of 2014 and saw an “older” female student I thought ‘Oh good, she will be more focused and will do well in

Yearning for Praxis: Writing and Teaching Our Way Out of Oppression

Critical Pedagogy

Yearning for Praxis: Writing and Teaching Our Way Out of Oppression

> “The problem is writing articles instead of making sure the articles actually change the world.” —Martin Bickman, “Returning to Community and Praxis” I’ve been writing all my life, as my mom often reminds me, but I didn’t start thinking of myself as a writer until I started writing

Critical Nostalgia: Pastoral and Technology in the Classroom

Critical Pedagogy

Critical Nostalgia: Pastoral and Technology in the Classroom

The other day, a first-grader whom I tutor in reading explained to me his understanding of a dictionary, which he was just learning to use: “It’s what people used to use to find things without googling them in the old days before people had Google.” For a kid who

Public Archives, New Knowledge, and Moving Beyond the Digital Humanities/Digital Pedagogy Distinction

Public Archives, New Knowledge, and Moving Beyond the Digital Humanities/Digital Pedagogy Distinction

Let’s stop talking about “students” as some undifferentiated mass or referring to “my students,” a phrase that smacks of proprietorship, and start giving them credit by name for the work they do and the knowledge they create. George Oppen made the bold statement in 1968 that new knowledge “could”

Effective Teaching Remix: Answering the Call for Digital Literacy

Critical Pedagogy

Effective Teaching Remix: Answering the Call for Digital Literacy

I am a big fan of those educators who have learned that you can use these tools, together with critical thinking, as a means of empowering students to take on their own learning. ~Howard Rheingold [http://spotlight.macfound.org/featured-stories/entry/qa-howard-rheingold-on-using-technology-to-take-learning-into-our-own-hands/] What Makes an Effective Teacher? A lot has

Why Start With Pedagogy? 4 Good Reasons, 4 Good Solutions

student-centered learning

Why Start With Pedagogy? 4 Good Reasons, 4 Good Solutions

This post originally appeared on HASTAC [http://www.hastac.org/blogs/cathy-davidson/2015/06/18/why-start-pedagogy-4-good-reasons-4-good-solutions] on June 18, 2015. -------------------------------------------------------------------------------- I’m often asked why I start with pedagogy, given the larger institutional reforms and social ambitions that HASTAC and the new Futures Initiative program advocate. If your goal

Librarian as Outsider

Librarian as Outsider

Academic librarians are worried about power. And powerlessness. They are particularly concerned with the way power dynamics shape their identities as educators and inform their pedagogical capacity. Recent library scholarship has introduced a number of compelling arguments for pedagogical alternatives to what Freire calls the “banking concept of education [http:

Is It Time to Give Up on Computers in Schools?

Is It Time to Give Up on Computers in Schools?

On June 29, 2015 at the ISTE Conference in Philadelphia, Audrey Watters spoke on a panel called “Is it Time to Give Up on Computers in Schools?”. The transcript of her speech can be found here [http://hackeducation.com/2015/06/29/is-it-time-to-give-up-on-computers/]. Below is the longer speech she prepared

Upholding the Hidden

Critical Pedagogy

Upholding the Hidden

Our choice of words is never value-free. Language runs deep in us — setting the perspective of our daily lives and prevailing attitudes. In educational environments, “a lot of what upholds our standards of industrialization is the way we speak [http://www.hybridpedagogy.com/columns/featured/struggling-with-time/].” As a socially negotiated

Towards a Critical Approach to Faculty Development

Towards a Critical Approach to Faculty Development

We are two critical pedagogues who are also faculty developers, trying to create space for conversations interrogating dominant approaches to faculty development. Faculty developers support the growth and continuing development and evolution of faculty in their roles as educators. But, what we (Maha and Lee) are addressing in this column