Book cover: Critical Digital Pedagogy in Higher Education, edited by Suzan Köseoğlu, George Veletsianos, and Chris Rowell.

Critical Digital Pedagogy in Higher Education

edited by Suzan Köseoğlu, George Veletsianos, and Chris Rowell

Recent efforts to solve the problems of education—created by neoliberalism in and out of higher education—have centred on the use of technology that promises efficiency, progress tracking, and automation. The editors of this volume argue that using technology in this way reduces learning to a transaction. They ask administrators, instructors, and learning designers to reflect on our relationship with these tools and explore how to cultivate a pedagogy of care in an online environment. With an eye towards identifying different and better possibilities, this collection investigates previously under-examined concepts in the field of digital pedagogy such as shared learning and trust, critical consciousness, change, and hope.

About the Editors

Suzan Köseoğlu is a lecturer in Higher Education Teaching and Learning at the University of Greenwich (UK). George Veletsianos is a professor at Royal Roads University and holds a Canada Research Chair in Innovative Learning and Technology. Chris Rowell is a senior digital learning coordinator at the University of Arts, London.

Contributors: Matthew M. Acevedo, Maha Al-Freih, Amy Collier, Frederic Fovet, Jairos Gonye, Samah Jarrad, Anna Johnstone, Dorcas Kayes, Thomas A. Kilgore, Whitney Kilgore, Mia Knowles-Davis, Alex de Lacey, Sarah Lohnes Watulak, Maria V. Luna-Thomas, Jonathan Lynch, Robert L. Moore, Nathan Moyo, Heather Robinson, Enilda Romero-Hall, Lynley Schofield, Howard Scott, Kim Silver, Lee Skallerup Bessette, Herbert Thomas.

Reviews

A thoughtful choral guide to pedagogies of care, participatory learning, and anti-oppressive approaches to digital education. Against the current backdrop of artificial intelligence hype and all it portends for education, the book’s framing of a human-centred ethos for the digital era is well timed and worthwhile.”

Bonnie Stewart, University of Toronto Quarterly

A cohesive anthology that critically examines pedagogical practices within digital learning spaces, challenging readers to reflect on their socio-cultural, ethical, and political implications. It presents an intricate blend of critical theory with digital pedagogy and technology, advocating for emancipatory, student-centred learning.”

LeRoy Hill, Journal of Learning for Development

A rich anthology of the affordances of online education and how digital technologies can be used to promote change.”

Chevy van Dorresteijn, Pedagogies

Table of Contents

  1. Introduction
  2. Part I: Shared Learning and Trust
    1. 1.Talking about Nothing to Talk about Something / Lynley Schofield, Anna Johnstone, Dorcas Kayes, and Herbert Thomas
    2. 2. Critical Pedagogy and Care Ethics: Feedback as Care / Heather Robinson, Maha Al-Freih, Thomas A. Kilgore, and Whitney Kilgore
    3. 3. The Panoptic Gaze and the Discourse of Academic Integrity / Matthew M. Acevedo
    4. 4. “Too Many Man”? Using Digital Technology to Develop Critical Media Literacy and Foster Classroom Discourse on Gender and Sexuality / Alex de Lacey
  3. Part II: Critical Consciousness
    1. 5. Hacking the Law: Social Justice Education through Lawtech / Kim Silver
    2. 6. When Being Online Hinders the Act of Challenging Banking Model Pedagogy: Neo-Liberalism in Digital Higher Education / Frederic Fovet
    3. 7. Digital Redlining, Minimal Computing, and Equity / Lee Skallerup Bessette
  4. Part III: Change
    1. 8. Critical Digital Pedagogy and Indigenous Knowledges: Harnessing Technologies for Decoloniality in Higher Education Institutions of the Global South / Jairos Gonye and Nathan Moyo
    2. 9. La Clave: Culturally Relevant Pedagogy in Digital Praxis / Maria V. Luna-Thomas and Enilda Romero-Hall
    3. 10. Not Just a Hashtag: Using Black Twitter to Engage in Critical Visual Pedagogy / Mia L. Knowles-Davis and Robert L. Moore
  5. Part IV: Hope
    1. 11. To Exist Is to Resist: A Reflective Account of Developing a Paradigm Shift in Palestinian Teaching and Learning Practice / Howard Scott and Samah Jarrad
    2. 12. Critical Digital Pedagogy for the Anthropocene / Jonathan Lynch
    3. 13. Critical Digital Pedagogy Across Learning Ecologies: Studios as Sites of Partnership for Strategic Change / Amy Collier and Sarah Lohnes Watulak
  6. Conclusion
  7. Contributors

This work is licensed under a Creative Commons License (CC BY-NC-ND 4.0). It may be reproduced for non-commercial purposes, provided that the original author is credited.

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