Just as the articles published by Hybrid Pedagogy have always been focused on creating dialogue and telling stories, our long-form publishing projects share that ethos, bringing together oft-marginalized voices pushing at the edges of teaching, learning, and scholarship.
21 posts
The following vignettes are based on events that occurred during the 2020-2021 academic year, a pandemic year that called me and so many others to “pivot” to teaching and learning completely online.
For many of us, the Covid crisis brought into focus that assumptions underpinning our instructional design, and our ID practices themselves, were failing our teachers, students, and institutions.
By prioritizing care and community in our teaching and instructional design, we give ourselves and our students the opportunity to remake this uncertain world.
Creating a pedagogy of care required unlearning many of the lessons I’d absorbed about disability. It required thinking not just about my own body, but the systems that police our bodies, that exclude, marginalize and enact violence on some bodies.
This volume is about personal stories, episodes from the lives of educators which have in some way shaped their practice. More specifically, it is about educators with roots in professional practice prior to entering academia.
Marginality can be visible and invisible. Class background. Sexuality. Chronic or temporary disability when you're communicating online. Those at the centers can never see what it looks like to be on the margins, because the world looks different from the margins.
Learning has to be a journey towards humanity, infusing criticality, creativity and collaboration with a deeper commitment to our common human flourishing.
Third in a series on critical digital pedagogy, this book challenges faculty and administrators to consider the implications of educational technology.
I am convinced that without a deep engagement with critical digital pedagogy, as individuals and institutions, we will almost certainly drag outmoded ways of thinking and doing things with us.
Education is, says Freire, an “inescapable concern.” No one can be left out of the work of critical digital pedagogy, both the effort of it and its ends.
After including the Generative Literature Project in my Experimental Writing
course during the Fall 2014 semester, three senior undergraduates remained
mesmerized by the perceived novelty of a generative, digital novel. For the
following
