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Author: Jesse Stommel
Publisher:
ISBN: 9780578725918
Category : Education
Languages : en
Pages : 336
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Book Description
The work of teachers is not just to teach. We are also responsible for the basic needs of students. Helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is exactly in keeping with Paulo Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.For the past ten years, Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy.
Author: Jesse Stommel
Publisher:
ISBN: 9780578725918
Category : Education
Languages : en
Pages : 336
Get Book Here
Book Description
The work of teachers is not just to teach. We are also responsible for the basic needs of students. Helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is exactly in keeping with Paulo Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.For the past ten years, Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy.
Author: Fatma Mizikaci
Publisher: Bloomsbury Publishing
ISBN: 1350274909
Category : Education
Languages : en
Pages : 297
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Book Description
Written by leading scholars and activists from Canada, Germany, Malta, Norway, Turkey and the USA, this book offers international perspectives on critical pedagogy during the Covid-19 pandemic. It examines the social and political impact of the pandemic on education, and explores how the creation of digital communities has become indispensable in maintaining connectivity and building networks. Including contributions from Michael W. Apple, Antonia Darder, Henry A. Giroux, Peter Mayo, Peter McLaren, Wayne Ross and Ira Shor, this volume examines critical issues, controversies of education, and social and political problems that have been exacerbated by the pandemic. The chapters call for constructive critical consciousness and a commitment to social justice, addressing current issues, including Black Lives Matter, racism, poverty, social and gender inequality, women's rights and teachers' isolation during the pandemic. In part I, the authors address these issues through the lenses of neoliberalism, neo-conservatism, rightist ideology and capitalism. Parts II and III of the volume offer inclusive perspectives, personal accounts and regional outlooks on these issues, and assess their influence on society and education during the Covid-19 pandemic.
Author: Henry A. Giroux
Publisher: Bloomsbury Publishing
ISBN: 1350184446
Category : Education
Languages : en
Pages : 297
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Book Description
In this book Henry A. Giroux passionately argues that education and critical pedagogy are needed now more than ever to combat injustices in our society caused by fake news, toxic masculinity, racism, consumerism and white nationalism. At the heart of the book is the idea that pedagogy has the power to create narratives of desire, values, identity, and agency at time when these narratives are being manipulated to promote right wing populism and emerging global fascist politics. The book expands on the notion of the plague as not only a medical crisis but also a crisis of politics, ethics, education, and democracy itself. The chapters cover a range topics beginning with historical perspectives on fascism and moving on to issues of social atomization, depoliticization, neoliberal pedagogy, the scourge of staggering inequality, populism, and pandemic pedagogy. The book concludes with a call for educators to make education central to politics, develop a discourse of critique and possibility, reclaim the vision of a radical democracy, and embrace their role as powerful agents of change.
Author: Frank Rennie
Publisher: Routledge
ISBN: 0429757425
Category : Education
Languages : en
Pages : 189
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Book Description
The new edition of Digital Learning: The Key Concepts is the perfect reference for anyone seeking to navigate the myriad of named concepts, approaches, issues and technologies associated with digital learning. Key terms are explained succinctly, making this book ideal to dip into for a quick answer, or to read from cover-to-cover, in order to gain a mastery of how digital concepts fit within the world of education. Fully updated to include important developments in digital practice and technology in education over the last ten years, this book takes the reader from A to Z through a range of relevant topics including: • Course design • Digital scholarship • Learning design • Open education • Personal learning environments • Social media and social networking. Ideal as an introductory guide, or as a reference book for ongoing referral, this quick-to-use and comprehensive guide is fully crossreferenced and complete with suggestions for further reading and exploration, making it an essential resource for anyone looking to extend their understanding of digital practices, techniques and pedagogic concepts.
Author: Ismail Fayed
Publisher: Springer Nature
ISBN: 3030740889
Category : Education
Languages : en
Pages : 757
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Book Description
This handbook showcases extraordinary educational responses in exceptional times. The scholarly text discusses valuable innovations for teaching and learning in times of COVID-19 and beyond. It examines effective teaching models and methods, technology innovations and enhancements, strategies for engagement of learners, unique approaches to teacher education and leadership, and important mental health and counseling models and supports. The unique solutions here implement and adapt effective digital technologies to support learners and teachers in critical times – for example, to name but a few: Florida State University’s Innovation Hub and interdisciplinary project-based approach; remote synchronous delivery (RSD) and blended learning approaches used in Yorkville University’s Bachelor of Interior Design, General Studies, and Business programs; University of California’s strategies for making resources affordable to students; resilient online assessment measures recommended from Qatar University; strategies in teacher education from the University of Toronto/OISE to develop equity in the classroom; simulation use in health care education; gamification strategies; innovations in online second language learning and software for new Canadian immigrants and refugees; effective RSD and online delivery of directing and acting courses by the Toronto Film School, Canada; academic literacy teaching in Colombia; inventive international programs between Japan and Taiwan, Japan and the USA, and Italy and the USA; and, imaginative teaching and assessment methods developed for online Kindergarten – Post-Secondary learners and teachers. Authors share unique global perspectives from a network of educators and researchers from more than thirty locations, schools, and post-secondary institutions worldwide. Educators, administrators, policymakers, and instructional designers will draw insights and guidelines from this text to sustain education during and beyond the COVID-19 era.
Author: Maria Bakardjieva
Publisher: SAGE
ISBN: 1847871011
Category : Social Science
Languages : en
Pages : 233
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Book Description
`A highly topical, interesting and lively analysis of ordinary internet use, based on both theoretically competent reflections and sound ethnographic material′ - Joost van Loon, Reader in Social Theory at Nottingham Trent University Internet Society investigates internet use and it′s implications for society through insights into the daily experiences of ordinary users. Drawing on an original study of non-professional, ′ordinary′ users at home, this book examines how people interpret, domesticate and creatively appropriate the Internet by integrating it into the projects and activities of their everyday lives. Maria Bakardjieva′s theoretical framework uniquely combines concepts from several schools of thought (social constructivism, critical theory, phenomenological sociology) to provide a conception of the user as an agent in the field of technological development and new media shaping. She: - examines the evolution of the Internet into a mass medium - interrogates what users make of this new communication medium - evaluates the social and cultural role of the Internet by looking at the immediate level of users′ engagement with it - exposes the dual life of technology as invader and captive; colonizer and colonized This book will appeal to academics and researchers in social studies of technology, communication and media studies, cultural studies, philosophy of technology and ethnography.
Author: Bozkurt, Aras
Publisher: IGI Global
ISBN: 1799872777
Category : Education
Languages : en
Pages : 511
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Book Description
The COVID-19 pandemic caused educational institutions to close for the safety of students and staff and to aid in prevention measures around the world to slow the spread of the outbreak. Closures of schools and the interruption of education affected billions of enrolled students of all ages, leading to nearly the entire student population to be impacted by these measures. Consequently, this changed the educational landscape. Emergency remote education (ERE) was put into practice to ensure the continuity of education and caused the need to reinterpret pedagogical approaches. The crisis revealed flaws within our education systems and exemplified how unprepared schools were for the educational crisis both in K-12 and higher education contexts. These shortcomings require further research on education and emerging pedagogies for the future. The Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy evaluates the interruption of education, reports best-practices, identifies the strengths and weaknesses of educational systems, and provides a base for emerging pedagogies. The book provides an overview of education in the new normal by distilling lessons learned and extracting the knowledge and experience gained through the COVID-19 global crisis to better envision the emerging pedagogies for the future of education. The chapters cover various subjects that include mathematics, English, science, and medical education, and span all schooling levels from preschool to higher education. The target audience of this book will be composed of professionals, researchers, instructional designers, decision-makers, institutions, and most importantly, main-actors from the educational landscape interested in interpreting the emerging pedagogies and future of education due to the pandemic.
Author: Herron, Jeffrey D.
Publisher: IGI Global
ISBN: 1799870022
Category : Education
Languages : en
Pages : 283
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Book Description
When a global crisis impacts nearly every industry, education is always one of the most impacted as students and faculty must frantically try to maintain their educational programs throughout uncertain times. Beyond the educational courses themselves being shifted online or to hybrid approaches, there must be a focus on the impact on students as well. With newfound ways of learning, new online environments, and new methods for teaching, students are greatly impacted by the changing face of education. The traditional ways in which students have been served and assisted have changed rapidly, and to make matters even more challenging, students must handle both living in a time of crisis while adapting to swift educational transformations. The dissemination of best practices and maintaining student success during global crises is an area of research that is not only growing in interest but is critical in pandemic times. Strategies for Student Support During a Global Crisis reflects on how educational professionals have worked with students during global crises, how serving and teaching students have been impacted, and the best practices for student success in both online education and hybrid formats. The chapters will include topics such as mentoring models, teaching methods, educational technologies, teacher insights, academic support services, and more. This book is ideal for educational professionals, leaders, school administration, teachers, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in the best strategies for supporting students and promoting student success during global crises.
Author: Leigh Patel
Publisher: Routledge
ISBN: 1317331400
Category : Education
Languages : en
Pages : 121
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Book Description
Decolonizing Educational Research examines the ways through which coloniality manifests in contexts of knowledge and meaning making, specifically within educational research and formal schooling. Purposefully situated beyond popular deconstructionist theory and anthropocentric perspectives, the book investigates the longstanding traditions of oppression, racism, and white supremacy that are systemically reseated and reinforced by learning and social interaction. Through these meaningful explorations into the unfixed and often interrupted narratives of culture, history, place, and identity, a bold, timely, and hopeful vision emerges to conceive of how research in secondary and higher education institutions might break free of colonial genealogies and their widespread complicities.
Author: Piya Chatterjee
Publisher: U of Minnesota Press
ISBN: 145294184X
Category : Education
Languages : en
Pages : 504
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Book Description
At colleges and universities throughout the United States, political protest and intellectual dissent are increasingly being met with repressive tactics by administrators, politicians, and the police—from the use of SWAT teams to disperse student protestors and the profiling of Muslim and Arab American students to the denial of tenure and dismissal of politically engaged faculty. The Imperial University brings together scholars, including some who have been targeted for their open criticism of American foreign policy and settler colonialism, to explore the policing of knowledge by explicitly linking the academy to the broader politics of militarism, racism, nationalism, and neoliberalism that define the contemporary imperial state. The contributors to this book argue that “academic freedom” is not a sufficient response to the crisis of intellectual repression. Instead, they contend that battles fought over academic containment must be understood in light of the academy’s relationship to U.S. expansionism and global capital. Based on multidisciplinary research, autobiographical accounts, and even performance scripts, this urgent analysis offers sobering insights into such varied manifestations of “the imperial university” as CIA recruitment at black and Latino colleges, the connections between universities and civilian and military prisons, and the gender and sexual politics of academic repression. Contributors: Thomas Abowd, Tufts U; Victor Bascara, UCLA; Dana Collins, California State U, Fullerton; Nicholas De Genova; Ricardo Dominguez, UC San Diego; Sylvanna Falcón, UC Santa Cruz; Farah Godrej, UC Riverside; Roberto J. Gonzalez, San Jose State U; Alexis Pauline Gumbs; Sharmila Lodhia, Santa Clara U; Julia C. Oparah, Mills College; Vijay Prashad, Trinity College; Jasbir Puar, Rutgers U; Laura Pulido, U of Southern California; Ana Clarissa Rojas Durazo, California State U, Long Beach; Steven Salaita, Virginia Tech; Molly Talcott, California State U, Los Angeles.
