Hybrid Pedagogy will go dark from December 10, 2014, through early January 2015.
Many of our readers and authors take this time to prepare for the new semester
and/or spend time with
Over the weekend of November 21-23, the Hybrid Pedagogy editorial board gathered
in Washington D.C. for an intensive working retreat. During that time, we
collaborated on the following article — 10 authors and
This piece was contributed as part of Hybrid Pedagogy‘s Digital Writing Month
[http://www.digiwrimo.com].
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Over the course of the last 6 months or so, I’ve felt a real
The murder of Theopolis College president Cadence Mackarthur has not yet
happened. It’s Fall, and the college hasn’t yet made public their choice of ten
“Distinguished Centennial Alumni”; indeed, Theopolis College
On Tuesday, June 3, Hybrid Pedagogy released an announcement and CFP
[http://www.hybridpedagogy.com/page-two/cfp-generative-literature-project/]
related to the first long-form project to be undertaken by Hybrid Pedagogy
Publishing. Two weeks later,
On Tuesday, June 3, Hybrid Pedagogy released an announcement and CFP
[http://www.hybridpedagogy.com/page-two/cfp-generative-literature-project/]
related to the first long-form project to be undertaken by Hybrid Pedagogy
Publishing. In the coming
Nothing enshrines an idea quite like printing it in a textbook. In fact, the
textbook is the ultimate canon: a fixed tome of knowledge, shared across
institutional boundaries, with the authority to dictate
It is not enough to write monographs. It is not enough to publish. Today,
scholars must understand what happens when our research is distributed, and we
must write, not for rarified audiences, but
“…revolutionary leaders cannot be falsely generous, nor can they manipulate.
Whereas the oppressor elites flourish by trampling the people underfoot, the
revolutionary leaders can flourish only in communion with the people.”~Paulo
Freire
This is the third installment ina three-part series
[http://www.hybridpedagogy.com/tag/editorial-pedagogy-series]on Editorial
Pedagogy, a critical and three-dimensional approach to teaching, editing, and
service. Thefirst installment
[http://hybridpedagogy.com/Journal/
In theprevious installment to this series
[http://www.hybridpedagogy.com/Journal/files/Editorial_Pedagogy_1.html], I wrote
about the theoretical foundations on which my professional philosophy, an
editorial pedagogy, is built on
This article is the first ina three-part series
[http://www.hybridpedagogy.com/tag/editorial-pedagogy-series]. Two subsequent
articles by Cheryl Ball will demonstrate the application of editorial pedagogy
to the relationships between students / teachers
In digital space, everything we do is networked. Real thinking doesn’t (and
can’t) happen in a vacuum. Our teaching practices and scholarship don’t just
burst forth miraculously from our skulls.
Publishing and teaching can both terrify new academics, often to the point of
paralysis. Their mutual support for one another is often frustrated by
institutional demands. For example, the traditional workload split for
