Enacting Critical Pedagogy Online

Erin Mikulec, Tania Ramalho, Shirley R. Steinberg

• Publisher: Peter Lang Inc., International Academic Publishers
• Year: 2022
• Print ISBN:
  9781433194092
  9781433194108
• eBook ISBN:
  9781433194061
• Edition: 1
• Topic: Education
• Subtopic: Education Curricula

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.

Table of contents

• Cover
• Table of Contents
• List of Figures
• List of Tables
• Introduction (Erin Mikulec / Tania Ramalho)
• Chapter One What Would Paulo Freire Think of Blackboard™: Critical Pedagogy in an Age of Online Learning (Drick Boyd)
• Chapter Two Teaching Critical Pedagogy Online: What Would Paulo Freire Say? (Tania Ramalho)
• Chapter Three Online Engagement with Critical Pedagogy (Tina Wagle)
• Chapter Four (Digital) Media as Critical Pedagogy (Maximillian Alvarez)
• Chapter Five Teaching and Learning in Hybrid Environments: Professor and Student Perspectives (Delores D. Liston / Heather M. Huling)
• Chapter Six Promoting Transformative Learning Using Critical Pedagogy and Moore’s Theory of Transactional Distance (Sara Donaldson / Heather Yuhaniak / Carey Borkoski / Yolanda Abel)
• Chapter Seven Creating Community Through Meaningful Interactions: A Framework to Support Critical Pedagogy and Social Justice (Brianne Morettini)
• Chapter Eight Covid-19 and the Exacerbation of Educational Inequalities in New Zealand (Carol A. Mutch)
• Chapter Nine Teaching for Social Justice: Online Classes at Historically Black Colleges and Universities (John Bannister / Anita Bledsoe-​Gardner / Mary Holiman)
• Chapter Ten Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course (Ramona Maile Cutri / Erin Feinauer Whiting / Eric Ruiz Bybee)
• Chapter Eleven Critical Pedagogy and Online Discussions in a Multicultural Education Teacher Preparation Course (Jessamay T. Pesek)
• Chapter Twelve Evolving Toward Critical Social Justice Online: A Rogerian-Based Theoretical Model (Jennifer L. Martin / Denise K. Bockmier-​Sommers)
• Chapter Thirteen Ignatian Pedagogy Online (Margaret Debelius / Kimberly Huisman Lubreski / Mindy McWilliams / James Olsen / Lee Skallerup Bessette / Yianna Vovides)
• Chapter Fourteen Educating Awareness in an Online Reflective Practice Course: Becoming Aware of Implicit Biases and Leaps to Judgment (Robyn Ruttenberg-​Rozen / Sahana Mahendirarajah / Brianne Brady)
• Chapter Fifteen Reaching Critical Depths: Engaging Teacher Candidates in Critical Pedagogy Online (Vicki A. Hosek / Jay C. Percell)
• Chapter Sixteen Converting Research Efforts to Improve Equitable Student Achievement from Professional Development Program to Online Course: GESA (Still) Works! (Dolores A. Grayson)
• Chapter Seventeen Adjunct Online Instruction in Higher Education: Are Piece-Work Professors Able to Teach Critically Under Virtual Panopticism? (Batya Weinbaum)
• About the Authors
• Series index