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 exactly in keeping with Paulo 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, 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.

Critical Digital Pedagogy: A Collection

Education & Teaching

Morris, Sean Michael

Watters, Audrey

Stommel, Jesse

Friend, Chris

Rorabaugh, Pete

Davidson, Cathy

Stewart, Bonnie

RHEINGOLD, Howard

Schools & Teaching

Hybrid Pedagogy Inc.

How can education survive in a post-truth era full of alternative facts and a reality-TV star armed with nuclear codes and a Twitter account? We must recognize that teaching is political. Schools need to help students counter the social erosion of trust in knowledge. Preserving that trust, we have seen, can help preserve democracy.Trust, like politics, involves people. In their classes, people learn to see themselves as members of communities and also to engage the world around them. Schools have a responsibility to support students as they learn. With the rise of anger-fueled nationalism around the world, it is clear that caring for others has never been so vital.It is also clear that technology and capitalism will not solve education's problems. Social media companies promise connection but create echo chambers and conspiracy-mongering. Ed-tech companies promise insights and solutions while delivering surveillance and suspicion. Education must connect the personal to the technological-it can no longer afford to work offline. All teaching is necessarily hybrid.Pedagogy, people, and politics influence each other, and educators of all stripes have an opportunity-a responsibility-to build human connections with ethical technology.Gathering the voices of over two dozen progressive educators, this volume combines perspectives from across academia and around the globe. The authors in this book use critical digital pedagogy as a guide for navigating today's turbulent global political climate. Timely and accessible, Hybrid Teaching challenges higher education faculty and administrators to consider the political implications-and the political power-of teaching.

Hybrid Teaching: Pedagogy, People, Politics

Zeller, Jessica

Inoue, Asao B.

Skallerup Bessette, Lee

Licastro, Amanda

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.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.

Voices of Practice: Narrative Scholarship from the Margins

Cremin, Teresa

Cruthers, Arley

Prinsloo, Paul

Elias, Tanya

Maritz, Jeanette

Higher & Continuing Education

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.

An Urgency of Teachers: the Work of Critical Digital Pedagogy

John Knox was derided in his day for being too much of an Old Testament prophet. The caricature drawn may have been correct had it not been for the overwhelming idolatry and superstition that then pervaded the professing church of the 16th century. But so it was that darkness covered with its veil the eyes of the ignorant, that their eyes should be holden from steadfastly looking upon Jesus Christ the Righteous. Thus these poor souls beheld only the forms and traditions of the ecclesiastical body in which Satan then reigned as usurper; and, in consequence, they were shut up to the gospel promises by this works-righteousness offered them. It was into this scene which the character Knox appeared - with all his thundering judgments. Knox, filled with the Spirit, came convinced of the evil disease that had taken fast hold upon his nation of Scotland and of the prescription needed to see an end of the darkness. Thus he was not too much an Old testament prophet. He came amourning because there was something to be lamented in the church of the day. Carnal men, who are at all times at home and happy in this world, will never understand the likes of Knox. My question to the reader is: how shall the church today arise from the ashes in which she lies? We who have drunk the moral anesthetic called, in our day, the gospel - how shall we awake? Declension has brought us back to another dark age, where the prophet and priest are just as profane as they were in Knox's day and the people are as ignorant as they were then too; thus we need another reformation. Not a return to the doctrine of Calvin or Arminius, but to the apostles' doctrine! When immersed in the darkness of sleep, it never feels pleasant to at once be aroused by the blazing shock of harsh white lights. And so, it is rarely pleasing to be so awakened from such sinful slumber by the call of fiery preaching. We have, ad infinitum, sermons, books, classes, and whole conferences devoted to the fear of God - and yet we have not employed the knowledge we've acquired. The very thing we need most is the very thing we cannot acquire! How shall we attain unto the fear of God, that we may "serve him acceptably" (Heb. 12:28)? It's time we stop giving assignments to our keynote speakers, and wait upon God! Surely if God assigned a man to the task, we would learn our lesson aright! We need a man who has been taken down to the third hell - a man who has ascended up the burning mount! How could the Ninevites resist such irresistible preaching from a man who came fresh from hell (see, Jon. 2:2)? I believe God's found a man. Reader, will you hear? - Jake Gardner

The Condescension of God: "And at midnight there was a cry made..." - Matthew 25:6

Religion & Spirituality

Christian Books & Bibles

CreateSpace Independent Publishing Platform

See the best price to sell, buy, or rent books by Morris, Sean Michael. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Morris, Sean Michael