Play in Practice

Do you allow yourself to engage in play within your teaching practice? In what ways and in what spaces? Where and when is play not allowed? In times such as these, dismissing imagination and play as dispensable may seem to make sense. The stakes are so high—learners are moved from schools to prisons, from families to detention centers; however, now more than ever, critical digital pedagogical practices demand our engagement in both serious work and intentionally imaginative play.

In this track, we will collaboratively build interdisciplinary courses to help our students access the dispositions, tools, and processes needed for posing solutions to enduring social, cultural, political, and environmental problems. We will use our “superpowers” to imagine and actualize how to bring critical digital pedagogy into courses and core assignments, from K-12 through postsecondary educational contexts. Our work (and play!) will culminate in the creation and dissemination of material artifacts to provide visual reminders and specific resources to support our work. Together, we will create tangible outcomes (drafts of syllabi, pedagogical vision statements, outlines for multimodal projects) that will assist us in catalyzing pedagogical possibilities within and beyond the space of DPL.


Julie Fellmayer
Julie Fellmayer uses insights from critical pedagogy to design curriculum, instruction, and assessments for young children learning English at The International School of Brussels
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