Hybrid Pedagogy actively pushes the boundaries of what, how, and when academic work is published. We’re open to anything related (even loosely) to digital and analog pedagogy, including but not limited to multimedia work, scholarly essays, and personal narratives. Our peer review process is collaborative and aimed not at intellectual gatekeeping but at helping writers and scholars develop their work.

Our articles embody praxis — they blend theory with practice, analysis with application. We value storytelling and experience as a source of knowledge and understanding. As Freire says,

We must not negate practice for the sake of theory. To do so would reduce theory to a pure verbalism or intellectualism. By the same token, to negate theory for the sake of practice, as in the use of dialogue as conversation, is to run the risk of losing oneself in the disconnectedness of practice.

Articles on Hybrid Pedagogy help us find ourselves, amplify disenfranchised voices, and motivate those who work with students. Submissions to Hybrid Pedagogy can respond to one of our ongoing calls for papers or extend an existing conversation.

The articles we advance for review:

  • make big claims, ask hard questions, and provoke discussion;
  • revise traditional notions of scholarship by disrupting convention, reimagining form, using a style accessible to a broad audience, and perforating the boundaries of disciplines and institutions;
  • forego traditional citation methods in favor of more dynamic digital media citation practices;
  • reference other work published in the journal, drawing connections and creating dynamic conversations;
  • offer context and analysis that go beyond mere explication of teaching practices;
  • engage critical pedagogy, broadly defined.
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All works published on Hybrid Pedagogy are open-access and licensed to the public under Creative Commons. Authors maintain copyright of their original work, and we just ask that you credit the original appearance on Hybrid Pedagogy if you republish elsewhere.