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Critical Digital Pedagogy in Higher Education: Part I: Shared Learning and Trust

Critical Digital Pedagogy in Higher Education
Part I: Shared Learning and Trust

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table of contents
  1. Cover
  2. Introduction
  3. Part I: Shared Learning and Trust
    1. 1. Talking about Nothing to Talk about Something
    2. 2. Critical Pedagogy and Care Ethics: Feedback as Care
    3. 3. The Panoptic Gaze and the Discourse of Academic Integrity
    4. 4. “Too Many Man”? Using Digital Technology to Develop Critical Media Literacy and Foster Classroom Discourse on Gender and Sexuality
  4. Part II: Critical Consciousness
    1. 5. Hacking the Law: Social Justice Education through Lawtech
    2. 6. When Being Online Hinders the Act of Challenging Banking Model Pedagogy: Neo-Liberalism in Digital Higher Education
    3. 7. Digital Redlining, Minimal Computing, and Equity
  5. Part III: Change
    1. 8. Critical Digital Pedagogy and Indigenous Knowledges: Harnessing Technologies for Decoloniality in Higher Education Institutions of the Global South
    2. 9. La Clave: Culturally Relevant Pedagogy in Digital Praxis
    3. 10. Not Just a Hashtag: Using Black Twitter to Engage in Critical Visual Pedagogy
  6. Part IV: Hope
    1. 11. To Exist Is to Resist: A Reflective Account of Developing a Paradigm Shift in Palestinian Teaching and Learning Practice
    2. 12. Critical Digital Pedagogy for the Anthropocene
    3. 13. Critical Digital Pedagogy Across Learning Ecologies: Studios as Sites of Partnership for Strategic Change
  7. Conclusion
  8. Contributors

Part I Shared Learning and Trust

Education can only be liberatory when everyone claims knowledge as a field in which we all labour.

—bell hooks

Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.

—Paulo Freire

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