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Critical pedagogy is the foundation of contemporary teacher education. Circumstances and changes in the educational landscape within recent years have resulted in a sharp increase in programs offering online classes and entire programs in teacher education. Using critical perspectives, such courses often address difficult topics, for example, the impact of poverty, racism/white supremacism, sexism, heterosexism, and ableism on students and on schools. These issues require careful planning and development of a classroom environment that fosters honest conversations and multiple perspectives, and a level of rapport that can be especially difficult to achieve and negotiate in online asynchronous environments where students may hesitate to be open to discuss matters perceived as sensitive. Nonetheless, engaging students with and through critical pedagogy online can also provide an environment that challenges traditional ways of knowing and creates spaces for meaningful dialogue and change. This book examines course design, student engagement, research, theory, and practices of teaching with and for critical pedagogy in online environments.
List of contents
List of Figures - List of Tables - Erin Mikulec/Tania Ramalho: Introduction - Drick Boyd: What Would Paulo Freire Think of Blackboard(TM): Critical Pedagogy in an Age of Online Learning - Tania Ramalho: Teaching Critical Pedagogy Online: What Would Paulo Freire Say? - Tina Wagle: Online Engagement with Critical Pedagogy - Maximillian Alvarez: (Digital) Media as Critical Pedagogy - Delores D. Liston/Heather M. Huling: Teaching and Learning in Hybrid Environments: Professor and Student Perspectives - Sara Donaldson/Heather Yuhaniak/Carey Borkoski/Yolanda Abel: Promoting Transformative Learning Using Critical Pedagogy and Moore's Theory of Transactional Distance - Brianne Morettini: Creating Community Through Meaningful Interactions: A Framework to Support Critical Pedagogy and Social Justice - Carol A. Mutch: COVID-19 and the Exacerbation of Educational Inequalities in New Zealand - John Bannister/Anita Bledsoe-Gardner/Mary Holiman: Teaching for Social Justice: Online Classes at Historically Black Colleges and Universities - Ramona Maile Cutri/Erin Feinauer Whiting/ Eric Ruiz Bybee: Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course - Jessamay T. Pesek: Critical Pedagogy and Online Discussions in a Multicultural Education Teacher Preparation Course - Jennifer L. Martin/Denise K. Bockmier-Sommers: Evolving Toward Critical Social Justice Online: A Rogerian-Based Theoretical Model - Margaret Debelius/Kimberly Huisman Lubreski/Mindy McWilliams/James Olsen/Lee Skallerup Bessette/Yianna Vovides: Ignatian Pedagogy Online - Robyn Ruttenberg-Rozen/Sahana Mahendirarajah/Brianne Brady: Educating Awareness in an Online Reflective Practice Course: Becoming Aware of Implicit Biases and Leaps to Judgment - Vicki A. Hosek/Jay C. Percell: Reaching Critical Depths: Engaging Teacher Candidates in Critical Pedagogy Online - Dolores A. Grayson: Converting Research Efforts to Improve Equitable Student Achievement from Professional Development Program to Online Course: GESA (Still) Works! - Batya Weinbaum: Adjunct Online Instruction in Higher Education: Are Piece-Work Professors Able to Teach Critically Under Virtual Panopticism? - About the Authors.
About the author
Erin Mikulec, Ph.D. is Professor of Secondary Education and the Associate Director of the School of Teaching and Learning at Illinois State University. She received her doctorate in curriculum and instruction from Purdue University. Her research interests include critical studies in teacher education.
Tania Ramalho is Professor of Foundations of Education at SUNY Oswego. She received her Ph.D. in education policy and leadership from the Ohio State University. Her research interests are in critical literacy and pedagogy as well as issues in teacher education for progressive social justice.
Report
"Enacting Critical Pedagogies Online is a timely publication that serves as an essential resource for instructor training, instructor onboarding, teacher preparation programs, and annual assessment of programs responsive to the call for curricular diversification. This compilation focused on the central question of how to honor principles of critical pedagogy in computer mediated learning and offers examples of transformative classrooms and culturally sustaining pedagogies through consideration of theory and practice. Central to both critical pedagogy and quality online instruction is the creation of community, and conscious engagement with content, peers, and instructors. Challenges that arise include designing content that promotes and balances meaningful communication and providing opportunities for application beyond the classroom. The contributing authors share theoretically grounded and practical examples of how they have advanced genuine and mindful engagement in online learning where critical pedagogy content is central. Sample cases include online and hybrid modalities, learner experiences, and full-time instructor and adjunct perspectives on enacting critical pedagogies online." -Melisa Fiori, Associate Professor of Spanish, Daemen University
