In Pedagogy of the Oppressed, Paulo Freire identifies critical pedagogy as an approach to teaching and social change that fosters in students the ability to “read their world.”
This track is an exploration of the intersections between critical and digital pedagogies.
Over the course of the week, we’ll have more questions than answers: How does the first thing we do in a classroom, the first words of our syllabus, the landing page of our course sites, shape the learning environment we’ll work within? Where does the work of pedagogy, the work of teaching and learning, to quote bell hooks, “most deeply and intimately begin”? How can we create more (and more varied) points of entry in our courses, programs, learning environments? What are the specific affordances and limitations of technology in supporting learning across age, race, gender, culture, ability, geography?
We will also explore the tenets of the growing field of critical digital pedagogy and uncover, invent, innovate, and collaborate to apply our theories and approaches with regards to: open education, social justice in the curriculum, critical instructional design, privacy, and alternative assessment.
Participants will work on an individual or collaborative project during the week, one which best reflects their exploration of critical digital pedagogy and which has some direct application to their work.
This track is ideal for:
- Paulo Blikstein, Travels in Troy with Friere
- Amy Collier, "Digital Sanctuary: Protection and Refuge on the Web"
- Paulo Freire, Pedagogy of the Oppressed, Chapter 2
- Chris Gilliard, “Pedagogy and the Logic of Platforms”
- bell hooks, Teaching to Transgress, Chapter 12: Confronting Class in the Classroom
- Sean Michael Morris and Jesse Stommel, An Urgency of Teachers: the Work of Critical Digital Pedagogy, “Introduction”Audrey Watters, "All Watched over by Machines of Loving Grace': Care and the Cybernetic University"