A Collection

Short Description:
Since 2011, the journal 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 book centered on the theory and practice of critical digital pedagogy.

Long 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 in keeping with 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, the journal 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.

Word Count: 87261

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
Imagining better pedagogies is the first step in creating powerful learning environments. Better, for the authors of this collection, means more humanizing pedagogies that embrace the fact that the people in our learning environments are fantastic, curious, unpredictable, capable, and multi-layered.

Word Count: 58825

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Open Music Theory is an open-source, interactive, online “text”book for college-level music theory courses. This textbook is meant to support active student engagement with music in the theory classroom. That means that this text is meant to take a back seat to student music making (and breaking). It is not the center of the course. The three original authors use this textbook in the context of “inverted” or “flipped” courses, often following an inquiry-based model. As a result, most of the pages in this textbook do not read like a typical twentieth-century textbook. They are somewhere in between prosy lecture notes and reference material, with minimal graphical or audio examples. Also, unlike many resources for “flipped” classes, there are few resources in this textbook where the core information is presented in video. We made these decisions consciously, so that this would not simply be a multimedia, web-based version of an industrial-era textbook. Rather, we wanted to create a textbook that could serve as a quick reference in the context of active musical engagement.

Short Description:
These chapters challenge current common practices and assumptions in online education, while also challenging our assumptions about who our learners are and what power they should have in learning spaces.

Long Description:
Imagining better pedagogies is the first step in creating powerful learning environments. Better, for the authors of this collection, means more humanizing pedagogies that embrace the fact that the people in our learning environments are fantastic, curious, unpredictable, capable, and multi-layered. In this edited collection, authors from four continents will share their theoretical and practical work on designing their online courses in higher education through the lens of critical instructional design. Critical instructional design champions a problem-posing digital design approach grounded in the critical pedagogy of Paulo Freire, bell hooks, Maxine Greene, Ira Shor, and others. These chapters challenge current common practices and assumptions in online education, while also challenging our assumptions about who our learners are and what power they should have in learning spaces.

Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused on and around the emerging field of critical digital pedagogy. The collection, and its sibling collection Designing for Care, represent a wide cross-section of higher education culture from different countries and features articles by women, Black people, Indigenous people, 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 that advances the study and the praxis of critical digital pedagogy.

Word Count: 79317

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

the Work of Critical Digital Pedagogy

Short Description:
This collection of essays explores the authors’ work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy.

Long Description:
Too many approaches to teaching with technology are instrumental at best, devoid of heart and soul at worst. The role of the teacher is made impersonal and mechanistic by a desire for learning to be efficient and standardized. Solutionist approaches like the learning management system, the rubric, quality assurance, all but remove the will of the teacher to be compassionate, curious, and to be a learner alongside their students.

As the authors write in their introduction: “It is urgent that we have teachers. In a political climate increasingly defined by obstinacy, lack of criticality, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege; in a digital culture shaped by algorithms that neither know nor accurately portray truth, teaching has an important (urgent) role to play.” This collection of essays explores the authors’ work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy. The ideas of this volume span almost two decades of pedagogical thinking, practice, outreach, community development, and activism.

Word Count: 80489

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Narrative Scholarship from the Margins

Short Description:
Stories of personal growth, challenge, inquiry, and in some cases resistance to the expectations of what counts as scholarship, and who may be counted as a scholar.

Long Description:
Not everyone has had a straight and narrow path into academia. Many higher education teachers, in fact, were professionals before they became part of the university or college where they work; and many keep one foot in both worlds even while they teach. Especially in programs designed to support students in a field of practice (education, nursing, and others), teachers find that being an academic or a scholar is supplementary to being a professional. And yet the demands of scholarship remain a component of their academic work—research, publishing, and the rest.

What does it mean to be a professional while also an academic? Whether part-time, sessional, or adjunct, full-time, or permanent, what are the challenges we face when transitioning to an academic job from our field of practice? How do our professional perspectives and experiences inform our teaching, our interpretation of curricula, assessment, evaluation, and grades? And what is the relationship between scholarship and work?

Inspired by scholarly narratives like those from Ruth Behar, bell hooks, Jonathan Kozol, and others, Voices of Practice inspects, interrupts, questions, and reconstructs what it means to be a scholar, using deeply personal reflections, poignant vignettes, and carefully examined timelines of intellectual and professional development. This volume features educators who may not at first call themselves “academics” and who have focused their careers on the practice rather than the publishing of scholarship.

Word Count: 76560

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)