Full Description
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.
Contents
List of Figures - List of Tables - Erin Mikulec/Tania Ramalho: Introduction - Drick Boyd: What Would Paulo Freire Think of Blackboard™: 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.
